Writing for Children: History Textbooks and Teaching Texts

Nichol, Jon

doi:10.18546/herj.03.2.05

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…While describing the objectives of history education, Nichol (1991) noted: “History makes students excellent citizens and loyal supporters of the nation.” According to Dilek (2002, 50), on the other hand, it is important for citizenship education that the history curriculum of schools be structured to meet the requirements of Turkish society in terms of instilling feelings of citizenship, morals, and cultural values. Two particular sets of components are highlighted by Dilek (2002, 51) in the context of the teaching of history: meeting social needs and fostering patriotic sentiments represent the first of these sets of components, while the disciplinary goals of history constitute the second, namely scientific skepticism, curiosity, and objectivity, as well as researching the past according to the conditions of the past and evaluating it according to the relevant circumstances of the period.…”

Section: Resultsmentioning

confidence: 99%

Citizenship education through high school history in Turkey

Kuş

Mert

2023

Citizenship, Social and Economics Education

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This research was undertaken to better understand how the teaching of high school history contributes to citizenship education in Turkey. To achieve this goal, we focused on two main research questions. First, what does the history curriculum in Turkey include regarding citizenship education? Second, what do history educators think about contributing to citizenship education? Phenomenology, one of the qualitative research designs, was applied while seeking the answers to these research questions. Data diversity was ensured, and the history curriculum was analyzed in the first stage of the study. In the second stage, using a semi-structured interview protocol, interviews were conducted with history educators as the relevant curriculum implementers and the findings were examined using content analysis. It was found that the relationship between citizenship and history education is mainly centered on national identity construction. History courses promote democratic and global citizenship to a very limited extent, and, for a variety of reasons, the high school history curriculum of Turkey falls short of achieving the objectives of democratic citizenship education.

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Section: Resultsmentioning

confidence: 99%

Citizenship education through high school history in Turkey

Kuş

Mert

2023

Citizenship, Social and Economics Education

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“…Even in the digital age, the position of the textbook is dominant within school history teaching. It has a significant effect on what is taught, and it is often seen as so authoritative by teachers and students alike that it is regarded as distilled truth (Edwards, 2008;Johanson, 2015;Nichol and Dean, 2003;Paxton, 1999). On a larger scale, the syllabus acts as an instrument of selection, with teachers orienting their practice to it even when they are sceptical of incoming changes (Harris and Graham, 2019).…”

Section: Introductionmentioning

confidence: 99%

Not by the book: the teaching of history in Norwegian kindergartens

Redvaldsen

2023

Hist_Educ_Res_J

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This article reports a local study of the presence of history as a subject in the kindergartens of Kristiansand, a municipality in southern Norway. There is no syllabus for history in the national curriculum; nevertheless, the research sought to find historical content in the kindergartens. The research method was informed by a precept of history didactics, namely that history is everywhere. Using this observation, tentative categories for content likely to feature history were formulated, and then searched for in the individual yearly plans of the kindergartens. This was supplemented by interviews. It is concluded that, in accordance with the national curriculum, history in the kindergartens is a local affair. It emerges especially through local history, visits to museums, and projects with historical features. This research was not designed to determine whether learning outcomes in history are achieved, nor to consider kindergartens outside Kristiansand. However, it references a corpus of literature on history in Norwegian kindergartens, and interacts with it. The conclusion about the presence of the subject is the same as was found for another city, Trondheim, in research by others. For international readers, the article also argues that in principle it is possible for young children to learn history orally and informally.

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“…He argues that the knowledge and interest gained as a result of these experiences are the resources that educators can use. Nichol (2003), on the other hand, maintains that students are capable of engaging in historical thinking with the support of their teachers. In addition, Harnett (1993) emphasizes that teachers play an important role in helping the development of students' historical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

History Teaching Approaches Preferred by Turkish and Russian History Teachers

Akhan¹

2021

WJE

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The purpose of this research is to determine the opinions of Turkish and Russian history teachers regarding teaching of history, and to present, on a comparative basis, the understanding of history in the two countries as well as the methods of history teaching preferred by the teachers there. The research was designed as a case study, which is one of the qualitative research methods. The sample consisted of 13 Turkish and 13 Russian teachers working as history teachers in Turkey and Russia in the 2020- 2021 academic year. The convenience sampling method was used in the study. The data of the study were collected by correspondence via e-mail with a questionnaire form consisting of open-ended questions created by the researchers. Descriptive analysis was used to analyze the data. When the results of the study are evaluated in general, it is observed that the Russian history teachers are more flexible in history teaching and attach more importance to innovative history teaching, while the Turkish teachers perform more curriculum-centered history teaching compared to their Russian colleagues. In addition, it can be said that Russian history teachers pay more attention to their professional development than Turkish history teachers, and they incorporate more historical thinking skills in classroom activities. It is possible to say that the results of the study originate from the objectives of history teaching in the two countries.

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Writing for Children: History Textbooks and Teaching Texts

Cited by 5 publications

References 5 publications

Citizenship education through high school history in Turkey

Citizenship education through high school history in Turkey

Not by the book: the teaching of history in Norwegian kindergartens

History Teaching Approaches Preferred by Turkish and Russian History Teachers

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