History Education Research and Practice

Baildon, Mark; Afandi, Suhaimi

doi:10.1002/9781119100812.ch2

Cited by 12 publications

(10 citation statements)

References 29 publications

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“…These findings are reminiscent of several observations that history educators have made about school history in East Asian countries. It has been argued that in East Asian curricula, history is often "not an academic subject but a moral discipline that trains people to become righteous" (Tohmatsu, 2011) in service of developing national identity (Baildon & Afandi, 2018). Learning goals such as the "love for our land" and the "pride in our scientific culture" that were stated in the curricula show how history's moralizing functions can be pursued in the STEAM context.…”

Section: Moral Response Goalsmentioning

confidence: 99%

“…In the cases of School M, School K, and School C, several aspects of their analytical activities seemed to begin with a predetermined conclusion (e.g., the "excellence" of ancestor's scientific achievements and the "fabrication" in Japan's claim for sovereignty over Dokdo), followed by a recipe-style procedure for interpreting evidence to reach that conclusion, which has long been criticized by science educators (Erduran & Dagher, 2014). This trend shows the tension between different goals of history learning that can manifest in the STEAM context, which possibly is tied to the strong moralizing function of school history in East Asian countries (Baildon & Afandi, 2018;Tohmatsu, 2011). Further considerations will be necessary to balance the identification, moral response and analytic goals in history-infused STEAM curricula.…”

Section: Promises and Drawbacks Of Using The "Nation" In Steammentioning

confidence: 99%

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The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education

Park

Cho

2022

Asia Pacific Educ. Rev.

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Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials. Using integrated STEAM curricula developed by 13 cross-subject teacher teams in Korea, we analyze the presentation of history-related learning goals in the curricula and report several patterns identified across the curricula. First, the majority of the curricula aimed for the learners to identify themselves in their regional and national histories, but other levels of identification were also aimed for. Second, all the curricula included goals related to historical analysis skills, which were sometimes integrated with scientific inquiry skills. Third, we found several goals related to eliciting students’ moral response to history, particularly when the curriculum topic concerned issues at the national level. Fourth, the integration of subjects allowed for exhibiting learners’ historical understanding through various activities and in explanatory, persuasive, and imaginative manners. Overall, the analysis pointed to several ways in which the goals of history learning can interact with those of STEM learning, which can be useful for future research and practice in integrated curriculum. We discuss some potential challenges of integrating history with STEM, such as issues that can arise from the use of the “nation” as a context for STEAM learning.

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Section: Moral Response Goalsmentioning

confidence: 99%

Section: Promises and Drawbacks Of Using The "Nation" In Steammentioning

confidence: 99%

The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education

Park

Cho

2022

Asia Pacific Educ. Rev.

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“…Sabemos que las ideas previas del alumnado en relación al pasado y a la historia como disciplina es uno de los elementos más importantes a los que el docente debe prestar atención para favorecer un adecuado desarrollo del pensamiento histórico. Igualmente, es conocido que los estudiantes son capaces de construir ideas más complejas, en relación a la historia, de las que aparentemente puede considerar el profesorado; que un adecuado diseño e implementación del currículo puede ayudar a una mejor comprensión y enjuiciamiento de determinados hechos; y que, finalmente, el alumnado necesita unos determinados criterios metodológicos que les ayuden a evaluar razonablemente los hechos históricos, a comprobar sus ideas y a elaborar su razonamiento (Baildon y Afandi, 2018).…”

Section: Reflexiones Finalesunclassified

La investigación en pensamiento histórico. Un estudio a través de las tesis doctorales de Ciencias Sociales (1995-2020)

2020

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Este artículo analiza la evolución de la investigación sobre pensamiento histórico a partir de las tesis doctorales nacionales e internacionales de los últimos veinticinco años. Para ello, se ha seguido un proceso sistemático de búsqueda en las principales bases de datos a nivel mundial, que ha reportado un total de 163 tesis doctorales. Estos trabajos se han analizado desde un enfoque metodológico cuantitativo descriptivo, con el programa de análisis estadístico SPSS y la herramienta Voyant Tools. Los resultados nos ofrecen información acerca del número de investigaciones realizadas, su evolución en el tiempo, los países, idiomas y universidades de mayor producción, y las principales temáticas trabajadas. Concluimos que, pese al aumento de las tesis doctorales sobre pensamiento histórico en los últimos años, continúan existiendo vacíos en la investigación apenas abordados. In this article the evolution of research on Historical Thinking is analyzed based on national and international dissertations defended in the last twenty-five years. For this, we have followed a systematic search process in the main databases worldwide, which has reported a total of 163 dissertations. These works have been analyzed from a descriptive quantitative methodological approach, with the SPSS statistical analysis program and the Voyant Tools tool. The results offer us information about the number of researches carried out, their evolution over time, the countries, languages and universities with the highest production, and the main topics studied. We conclude that, despite the increase in doctoral thesis on Historical Thinking in recent years, there are still research gaps that have hardly been studied.

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“…Taylor and Young (2003) put forward 12 knowledge-and skills-based dimensions that make up the concept of historical literacy (Table 1). (Taylor & Young, 2003, p. 33) Historical literacy means cultivating active historical consciousness and implies a more integrated perspective on the components of history teaching that have been the principal focus of the contemporary scholarship, such as narrative structures that shape historical understanding, development of historical reasoning competencies, and the ability to contextualise (Baildon & Afandi, 2018). Historical literacy skills enable individuals to address historical situations from a critical and creative perspective and detect contradictory expressions by comparing different sources of information found in the search phase (Uluçay, 2019).…”

Section: Introductionmentioning

confidence: 99%

Preservice Social Studies Teachers’ Views on Middle School Students’ Levels of Historical Literacy

Çiçek

Akhan

2021

IJELS

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This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students’ low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured “Interview form” developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students’ low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students’ lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.

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History Education Research and Practice

Cited by 12 publications

References 29 publications

The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education

The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education

La investigación en pensamiento histórico. Un estudio a través de las tesis doctorales de Ciencias Sociales (1995-2020)

Preservice Social Studies Teachers’ Views on Middle School Students’ Levels of Historical Literacy

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