Learning and Teaching Historical Content in Primary Education
Abstract
This paper presents the results of a study whose primary goal was to determine the level of future teachers’ knowledge of historical content taught in primary school, the ways they self-assess their abilities to organize the learning and teaching of historical content, and their beliefs about the possibilities of teaching history in primary education. The research was conducted using a survey of 157 fourth- and fifth-year students in teacher education programs. The results indicate that students demonstrate a satisfactory level of knowledge about historical content taught in primary education. They self-assess their skills for teaching of historical content as mostly developed and have positive beliefs about the possibilities of teaching and learning history at the primary education level.
Downloads
References
Ahonen, S. (2005). Historical consciousness: A viable paradigm for history education? Journal of Curriculum Studies, 37(6), 697–707. Available: https://doi.org/10.1080/00220270500158681
Ali, M. F. B., Ahmad, A. R., and Seman, A. A. (2017). Teachers’ Competencies in Teaching and Learning History. Open Journal of Social Sciences, 5, 220–228. Available: http://dx.doi.org/10.4-236/jss.2017.58018
Balun Derganc, M., and Braičić, Z. (2022). Prošlost zavičaja u nastavi Prirode i društva: primjer Hrvatskog zagorja [Local history in science and social studies teaching: the example of Hrvatsko zagorje]. Bjelovarski učitelj: časopis za odgoj i obrazovanje, 27(1–3), 72–81. Retrieved from https://hrcak.srce.hr/293553
Boadu, G. (2015). Effective Teaching in History: The Perspectives of History Student-Teachers. International Journal of Humanities and Social Sciences, 3(1), 38–51. Retrieved from https://ijhss.-net/index.php/ijhss/article/view/60
Bowen, L., Bradley, K., Middleton, S., Mackillop, A., and Sheldon, N. (2012). History in the UK National Curriculum. Cultural and Social History, 9(1), 125–143. Available: https://doi.org/10.2-752/147800412X13191165983114
Brumlik, M. (2005). The concept of time and the faculty of judgement in the ontogenesis of historical consciousness. In J. Straub (ed.), Narration, Identity, and Historical Consciousness (pp. 135–140). New York: Berghahn Books.
Clark, A., and Grever, M. (2018). Historical consciousness: conceptualizations and educational applications. In S. A. Metzer and L. McArthur Harris (eds.), International Handbook of History Teaching and Learning (pp. 177–201). New York, NY: Wiley-Blackwell Publishers. Available: https://doi.org/10.1002/9781119100812.ch7
Cruse, I. (2011). To call attention to the teaching of History. New Statesman, 1-22, LLN 2011/030.
De Zan, I. (2005). Metodika nastave prirode i društva [Teaching methods for science and social studies]. Zagreb: Školska knjiga.
Dixon, L., and Hales, A. (2014). Bringing History Alive through Local People and Places: A Guide for Primary School Teachers. Abingdon: Routledge. Available: https://doi.org/10.4324/9780203111963
Fru, R. N. (2015). History education at the crossroads: Challenges and prospects in a Lesotho context. Yesterday & Today, 13(5), 1–16. Retrieved from https://www.researchgate.net/publicatio-n/281236657_History_education_at_the_crossroads_Challenges_and_prospects_in_a_Lesotho_context
Govenkar Okoliš, M. (2022). University Students’ Views on the Efficacy of a Museum’s Historical School Lessons - The Case of Ancient Emona. Journal of Elementary Education, 15, 41–58. Available: https://doi.org/10.18690/rei.15.Spec.Iss.41-58.2022
Groot-Reuvekamp, M., Ros, A., and van Boxtel, C. (2017). Improving Elementary School Students’ Understanding of Historical Time: Effects of Teaching With “Timewise”. Theory & Research in Social Education, 46, 35–67. Available: https://doi.org/10.1080/00933104.2017.1357058
Harnett, P. (2007). Teaching emotive and controversial history to 3–7-year-olds. International Journal of Historical Learning, Teaching and Research, 7(1). Available: https://www.history.org.uk/fil-es/download/784/1204732013/Teach_report.pdf
Husanović-Pejnović, D. (2011). Održivi razvoj i izvanučionička nastava u zavičaju [Sustainable development and outdoor education in the homeland]. Zagreb: Školska knjiga.
Jeismann, K. E. (1979). Geschichtsbewusstsein [Historical Consciousness]. In U. A. J. Becher, K. E. Jeismann, K. Bergmann, et al. (eds.), Handbuch der Geschichtsdidaktik (pp. 42–45). Pädagogischer Verlag Schwann.
Koren, S., and Najbar-Agičić, M. (2007). Europska iskustva i nastava povijesti u obveznom obrazovanju [European Experiences and History Education in Compulsory Education]. Povijest u nastavi, 5(10), 117–174. Available: https://hrcak.srce.hr/36972
Kübler, M. (2011). Frühes historisches Denken bei jüngeren Kindern: Ein Werkstattbericht [Early Historical Thinking in Younger Children: A Workshop Report]. In H. Giest, A. Kaiser, and C. Schomaker (eds.), Sachunterricht: Auf dem Weg zur Inklusion. Probleme und Perspektiven des Sachunterrichts (pp. 181–185). Bad Heilbrunn: Klinkhardt.
Lee, P. (2011). History education and historical literacy. In I. Davies (ed.), Debates in History Teaching (pp. 64-72). London, England: Routledge.
Lee, P., Sattayawaksakul, D., Waleesila, S. and Sriharat, P. (2009). Asian students’ perceptions of a good college/university teacher. Catalyst, 4(1), 3–12. Retrieved from https://so01.tci-thaijo.org/ind–ex.php/hbds/article/view/168467
Levstik, L. S. (1986). Teaching History. A Definitional and Developmental Dilemma. In V. A. Atwood (ed.) Elementary School Social Studies Research as a Guide to Practice (pp. 68–84). Washington National Council for the Social Studies.
Levstik, L. S., and Barton, K.C. (2011). Doing History: Investigating With Children in Elementary and Middle School. New York: Routledge.
Nordgren, K. (2016). How to do things with History: Use of History as a link between historical consciousness and historical culture. Theory & Research in Social Education, 44(4), 479–504. Available: https://doi.org/10.1080/00933104.2016.1211046
Piaget, J. (1969). The Child’s Conception of Time. London: Routledge and Kegan Paul.
Reeken, D. von (2011). Zu fremd, zu schwer, zu unwichtig? Geschichte entdecken im Anfangsunterricht [Too Foreign, Too Difficult, Too Unimportant? Discovering History in Primary Education]. In E. Gläser (ed.), Sachunterricht im Anfangsunterricht (pp. 112–124). Baltmannsweiler: Schneider Verlag Hohengehren.
Schulz-Hageleit, P. (2006.) NS-childhood and historical consciousness In: H. H. Ewers (ed.) Erinnerungen an Kriegskindheiten: Erfahrungsräume, Erinnerungskultur und Geschichtspolitik unter sozial- und kulturwissenschaftlicher Perspektive (pp. 219–232). Weinheim: Juventa.
Skjaeveland, Y. (2017). Learning history in early childhood: Teaching methods and children’s understanding. Contemporary Issues in Early Childhood, 18(1), 8–22. Available: https://doi.org/–10.1177/1463949117692262
Straaten, D. Van. Wilschut, A., & Oostdam, R. (2016). Making History relevant to students by connecting past, present and future: A framework for research. Journal of Curriculum Studies, 48(4), 479–502. Available: https://doi.org/10.1080/00220272.2015.1089938
Strandling, R. (2005). Multiperspektivnost u nastavi povijesti [Multiperspectivity in History Teaching]. Zagreb: Srednja Europa.
Taylor, T., and Young, C. (2003). Making history: A Guide for the teaching and learning of history in Australian schools. Canberra: Commonwealth of Australia.
Tok, B. (2016). Learning problems in History subject among the Secondary School-Students of Papum-pare district of Arunachal Pradesh. International Journal of Education and Multidisciplinary Studies, 5(2), 133–139. Available: http://dx.doi.org/10.21013/jems.v5.n2.p9
Wilschut, A. (2012). Images of Time: The Role of an Historical Consciousness of Time in Learning History. Charlotte, NC: Information Age.
Yilmaz, K. (2008). A vision of history teaching and learning: Thoughts on history education in secondary schools. The High School Journal, 37–46. Available: http://dx.doi.org/10.1353/hs–j.0.0017
Zaccaria, M. A. (1978). The Development of Historical Thinking- Implications for the Teaching of History, The History Teacher, 11(3), 323–340.
Copyright (c) 2024 Alena Letina
This work is licensed under a Creative Commons Attribution 4.0 International License.