Pay It Forward: Teacher Candidates’ Use of Historical Artifacts to Invigorate K-12 History Instruction

Waring, Scott M.; Torrez, Cheryl A.; Lipscomb, George B.

doi:10.17499/jsser.98048

Cited by 6 publications

(7 citation statements)

References 9 publications

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“…On historical pedagogy, Waring, Torrez, Lipscomb, and Scott (2015) assert that History should be taught as inquirybased and interpretive, where teachers are highly encouraged to do and perform History (Lin, Masato, Hoge, & Kim, 2009) by using primary sources. This perspective indicates that History must be taught beyond historical content, emphasizing the development of domain-based skills such as historical thinking and research.…”

Section: Chronological Vs Thematic Approach In History Teachingmentioning

confidence: 99%

“…As posited by Stoel, Van Drie, and Boxtel (2015), graphical organizers provide effective visual support, structure, and moderate group discussions, and can increase learning gains by explicating causal relations. Waring, Torrez, Lipscomb, and Scott (2015) assert that historical inquiry or doing history includes local and community history, pedagogically sound uses of primary and secondary sources, and the use of artifacts in teaching. These sources consequently provide for a new line of flight to discover parallelism of historical events to contemporary times.…”

Section: Principle Of Asignifying Rupturementioning

confidence: 99%

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A Portrait of Rhizomatic Teaching in Philippine Secondary History Classrooms: An Interpretative Study

Nery-Cura¹,

Guzman

2018

TNL

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Felix Guattari and Gilles Deleuze introduced the rhizome as a metaphor in curriculum theorizing. It is a philosophical lens that subjects curriculum and knowledge to multimodal ways of making meaning devoid of any arborescent or linear source. The study applied this framework to plot the teaching episodes in History classes in Philippine secondary schools against the six principles of the rhizome theory as a shift in teaching History from factual knowledge to domain-based skills. This research is novel, as there, is currently a dearth of literature on the subject in the Philippines. Ten secondary History teachers were purposively chosen to participate in classroom observations and semi-structured interviews. Using narrative inquiry this study afforded an eidetic description of actual teaching practices that typify traces of rhizomatic principles. Key results of this study include a finding, that: (1) History, as a discipline, is taught from different lenses and perspectives; (2) History teaching is a multiplicity; (3) new ways of teaching History are developed when teachers problematize what limits students' achievements; and (4) historical discourse is open to interpretations, connections, and parallelisms to contemporary context. Teachers and school administrators may find value in this study by exploring the use of rhizomatic teaching as an innovative teaching practice, which can eventually become a criterion for teaching effectiveness.

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Section: Chronological Vs Thematic Approach In History Teachingmentioning

confidence: 99%

Section: Principle Of Asignifying Rupturementioning

confidence: 99%

A Portrait of Rhizomatic Teaching in Philippine Secondary History Classrooms: An Interpretative Study

Nery-Cura¹,

Guzman

2018

TNL

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“…Another benefit that teachers and students will obtain is to encourage of critical thinking skills (Morgan & Rasinski, 2012), understanding of historical texts that are multi-interpretive (Breakstone et al, 2013), and encourage historical research skills (Waring et al, 2015). In the concept of historical thinking, primary sources as teaching materials must be used so that students can have a sense of history and are not alienated from the images of the past.…”

Section: Introductionmentioning

confidence: 99%

Trends in the Use of Digital Media Integrated With Primary Sources as Teaching Materials for High School History Subjects in Indonesia

Persada¹,

Sariyatun²,

Musadad³

2023

IJREHC

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Digital technology's development has significantly influenced the world of history learning in the 21st century. One of the results of this influence is shown through using digital media as history teaching materials in schools. This article aims to embody the trend of using digital media to integrate primary sources as history teaching materials in Indonesia. This research is a qualitative study with a literature study approach. The results of this study indicate that the utilization of digital media integrated with primary sources has been developed by academics in Indonesia. Integrating digital media as teaching materials with primary sources shows an awareness of the use of primary sources in learning history in Indonesia. The trend of digital media integrated with primary sources that have been developed, namely digital comics, historical media websites, and historical digital books. Each of these teaching materials has its advantages and disadvantages. In addition, the utilization of digital media with primary sources that were developed was based on learning needs and problems found in learning spaces in each school.

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“…The use of historical sources in history class brings practical benefits for teachers and students. It can bring distinctive historical experience (Yarema, 2002), construct historical inquiry (Waring, Torrez, & Lipscomb, 2015), promote critical thinking skills (Morgan & Rasinksi, 2012), feel the exaggeration of historical texts (Vansledright, 2004), and understand multiple interpretation (Breakstone, Smith, & Wineburg, 2013) and multiple representation (Waring, 2007).…”

Section: Introductionmentioning

confidence: 99%

Model of History Teaching Based on the Use of Primary Historical Sources

Abidin

2020

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Analyzing primary historical sources become the biggest challenge for students in history class. This research aims to develop EAR learning instruction based on the elaboration of historical thinking and three cognitive processes of knowledge construction. The Elaboration Theory was adopted to calibrate those concepts into systematic learning instruction for analyzing the primary source in history class. The elaboration generates EAR learning instruction consisted of three stages namely Engagement, Anatomization, and Reconstruction. These stages represent systematic steps to sourcing, analyzing, and reconstructing historical narrative based on the analysis of the primary source. EAR learning instruction can provide implementable steps to examine primary historical sources in history class and support the improvement of students’ historical thinking by giving a simple path to analyze the primary historical sources. EAR is expected diminishing students’ barriers in facing complexity in analyzing the primary source in history class.

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Pay It Forward: Teacher Candidates’ Use of Historical Artifacts to Invigorate K-12 History Instruction

Cited by 6 publications

References 9 publications

A Portrait of Rhizomatic Teaching in Philippine Secondary History Classrooms: An Interpretative Study

A Portrait of Rhizomatic Teaching in Philippine Secondary History Classrooms: An Interpretative Study

Trends in the Use of Digital Media Integrated With Primary Sources as Teaching Materials for High School History Subjects in Indonesia

Model of History Teaching Based on the Use of Primary Historical Sources

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