HisDeKo: A study about the historical thinking of primary school children

Becher, Andrea; Gläser, Eva

doi:10.18546/herj.15.2.08

Cited by 5 publications

(2 citation statements)

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“…Using currency in understanding how historians work certainly makes it easier for students to think about history. Because thinking history is a basic concept in understanding history [21]. Meanwhile, Ismet made it happen in the form of a virtual visit to the museum to the Crocodile Hole Museum.…”

Section: How To Teachmentioning

confidence: 99%

Creative Teachers: A case Study of History Teachers at Lab School Senior High School in Jakarta and Bekasi

Abrar¹,

Umasih²,

Sukardjo³

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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Teachers are role models for their students. Creative teachers determine the presence of creative students. This study aims to provide a thick description of what a creative history teacher is like and how they do history learning. Data were collected from three SMA Lab school in Jakarta and Bekasi using a qualitative case study methodology through observation, interviews, and documents. As a preliminary study, the results of the study indicate that the background of family life, education, and experience greatly determines the creativity of teachers in the learning process. As creative teachers, they do not hesitate to teach their students using new techniques and ideas: using banknotes of different denominations to explain historical methods of source criticism and how facts can be obtained, making virtual videos by students, and practicing historical thinking through role-play techniques. These findings are useful for the development of history learning and how creative teachers are important in history learning.

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Section: How To Teachmentioning

confidence: 99%

Creative Teachers: A case Study of History Teachers at Lab School Senior High School in Jakarta and Bekasi

Abrar¹,

Umasih²,

Sukardjo³

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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“…Relevant for the Germanspeaking context of our study, recent findings from the research project HisDeKo (Historical Thinking and Competence Development) show that children as young as 7 years are able to identify different types of sources, and that pupils understand that it is through sources that we find out about the past. Furthermore, there are children aged 7 to 10 who understand that narratives are constructed and therefore represent a perspective (Becher and Gläser, 2018).…”

Section: State Of Research On Historical-cultural Understanding Of Chmentioning

confidence: 99%

‘With these exhibits many interesting things can be learned about past times’: Playmobil’s History Class – representations, reflections and expectations

Barsch

Mathis

2020

HERJ

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In 2018, the toy manufacturer Playmobil launched a ‘History Class’ as an addition to its ‘Furnished School Building’. The materiality of this toy, and the selection of teaching media represented in coloured plastic (a blackboard with timeline, magnifying glass, parchment roll, stone axe, posters and other sources), convey an idea of history education based on hands-on learning, a variety of methods, original encounters and work with historical sources. This paper presents results of an international research project in which 12 children in Germany and Switzerland were interviewed with the help of this toy as a stimulus. The aim was to find out to what extent children are able to deconstruct the toy as a historical-cultural product. In addition, the interviews were intended to grasp the children’s views on the ideal teaching of history. The data are evaluated using grounded theory methodology. The results show that the pupils express clear wishes as to how history teaching should be structured. A critical distance to the toy was not taken.

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The modality of historical thinking in the latest Greek primary school curriculum and the new challenges in history education

Fardi

2024

The Curriculum Journal

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This paper refers to the concept of ‘historical thinking’ as it appears in the three versions of the recent Greek History Curriculum for primary school. It is a comparative study of the discourse of the three versions of the recent history curriculum for primary school. The methodological approach of this study was founded on Critical Discourse Analysis. The main purpose of this paper is to explore the meaning and context of this term as presented in the three versions of the history curriculum and to compare the findings of the study with corresponding references in the international literature regarding the terms of ‘historical thinking’. This study demonstrated that this term is not the same in all three versions of the curriculum. In the first version of the curriculum the term ‘historical thinking’ is mentioned autonomously and we also separately identify the term ‘critical thinking’, while in the second and third versions a synthesis of the term is observed, which eventually becomes ‘critical historical thinking’. As a result of this observation, the use of the terms is critically and comparatively studied. The main conclusion is that the term ‘critical historical study’ refers much more to the development of general skills and competences with cognitive characteristics and much less to the critical understanding of the historical past. Furthermore, the conclusions of this study suggest a perspective for historical thinking in contemporary curricula with new challenges such as the relationship of historical education with artificial intelligence and children's representations.

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HisDeKo: A study about the historical thinking of primary school children

Cited by 5 publications

References 1 publication

Creative Teachers: A case Study of History Teachers at Lab School Senior High School in Jakarta and Bekasi

Creative Teachers: A case Study of History Teachers at Lab School Senior High School in Jakarta and Bekasi

‘With these exhibits many interesting things can be learned about past times’: Playmobil’s History Class – representations, reflections and expectations

The modality of historical thinking in the latest Greek primary school curriculum and the new challenges in history education

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