Irish primary children's perceptions of history

Waldron, Fionnuala

doi:10.1080/0332331030220209

Cited by 6 publications

(7 citation statements)

References 5 publications

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“…They will not tell us about the way in which the formal and hidden curricula are lived in the life of the school, nor will they tell us about how subject content or method is utilised by young people in the process of constructing themselves. Indeed, evidence relating to the 1971 curriculum suggests that it made little impact upon classroom practice (Waldron, 2003).…”

Section: Methodology and Limitations Of The Studymentioning

confidence: 99%

“…It noted: 'This should develop in him a sense of criticism and evaluation' (Ireland, 1971, p. 96). There was little take-up of such child-centred methodologies in practice, and, in particular, the recommendation that pupils would engage in historical research and explore diverse data sources was largely ignored (Waldron, 2003).…”

Section: History and Identity In Irish Primary Curricula 1971 And 1999mentioning

confidence: 99%

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The construction of national identity through primary school history: the Irish case

Tormey

2006

British Journal of Sociology of Education

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Section: Methodology and Limitations Of The Studymentioning

confidence: 99%

Section: History and Identity In Irish Primary Curricula 1971 And 1999mentioning

confidence: 99%

The construction of national identity through primary school history: the Irish case

Tormey

2006

British Journal of Sociology of Education

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“…One of the most important barriers to understanding the history is the difficulties that students experience in understanding the change and continuity emerging in the process and comparing the similarities and differences between periods (Maxim, 1997;Waldron, 2003). The interaction that occurs within the scope of the concepts of change and continuity in the context of historical thinking causes students to experience numerous problems related to these concepts (Seixas & Peck, 2004).…”

Section: Introductionmentioning

confidence: 99%

An Action Research to Improve Change and Continuity Perception in Social Studies

Sel

Sözer

2022

Int. J. of Cont. Edu. Res.

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The purpose of this study is to develop the students’ skills of change and continuity through activities based on the objects in fourth-grade social studies. In alignment with the scope, an action research design was used in which the researcher is also the executor. A criterion sampling was used for recruitment which resulted in 17 fourth-grade students agreeing to participate in the study. Data collection tools included achievement test, open-ended questions, semi-structured interview forms, video recording and student journals. Wilcoxon signed ranks test, grading key and content analysis were used in the analysis of the data. The results of the study showed that there is a significant difference between the pre-test and post-test scores of students in object-based activities. Within the scope of change and continuity, it was seen that students can identify similarities and differences, make estimations on the perception of future time, discover the effects of sociocultural context along with change and continuity, provide chronological visual evidences, and put them in order. However, it was found that students can’t develop multiple causality relationships related to change, that they interpret causes in relation to change and continuity from a limited perspective, that they do not consider different disciplines when expressing the powerful effects of technology in change processes.

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“…On the other hand, one of the least researched aspects of children's historical thinking processes is the understanding of how and when human lives change over time (Barton, 2001, p. 887). One of the main obstacles in understanding history is the struggles students experience in understanding the change and continuity over time, and in comparing similarities and differences between periods (Maxim, 1997;Waldron, 2003).…”

Section: Introductionmentioning

confidence: 99%

Change and Continuity Perception Skills in Social Studies Curriculum in Turkey and America within the Scope of Teaching Historical Time

Sel¹,

Sözer

2020

Uşak Üniversitesi Eğitim Araştırmaları Dergisi

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Change and continuity perception skills are among the fundamental skills of historical thinking. It is important to address these skills in terms of the content covered in social studies courses and explore comprehensively with sub-dimensions beyond historical description. The aim of this study is to compare the change and continuity perception skills addressed in social studies curriculum in Turkey and the United States of American within the scope of historical time teaching. A document analysis method was used in the study and the sample consisted of Social Studies Standards of Education Department of the State of Michigan and the Social Studies Curriculum of National Education Ministry of the Republic of Turkey. In analyzing the data, descriptive statistics and content analysis were employed. The results showed that the change and continuity perception skills in both programs are particularly focused on history subjects in 6th and 7th grades. Acquisitions addressing change and continuity perceptions skills were more diverse in the Social Studies Standards of the Michigan State and were addressed in courses including history, geography, individual and society, economics, culture, technology and agriculture. The perception of change and continuity in the social studies curriculum of the Republic of Turkey is addressed with a narrow perspective in topics including history, individual and society, culture and technology. However, when standards and acqusitions of both education programs were analyzed, it was found that the chronological aspect of change and continuity in general and the perception of future are not addressed much and that the change and continuity experienced in a certain field are not associated with different fields B. SEL ve M. A. SÖZER / Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(1), 1-19 2 enough.

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Irish primary children's perceptions of history

Cited by 6 publications

References 5 publications

The construction of national identity through primary school history: the Irish case

The construction of national identity through primary school history: the Irish case

An Action Research to Improve Change and Continuity Perception in Social Studies

Change and Continuity Perception Skills in Social Studies Curriculum in Turkey and America within the Scope of Teaching Historical Time

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