The Present in Flemish Secondary History Education Through the Lens of Written History Exams

Nieuwenhuyse, Karel Van; Wils, Kaat; Clarebout, Geraldine; Verschaffel, Lieven

doi:10.7202/1036440ar

Cited by 10 publications

(14 citation statements)

References 9 publications

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“…As such, it is not surprising that only a minority of teachers appear inclined to organize extensive, student-centered IBL activities. These results resemble the findings of other recent research, which concludes that teachers’ attention to historical reasoning remains relatively narrow (Van Nieuwenhuyse, Wils, Clarebout, Draye, & Verschaffel, 2015). Yet, compared with reports from a decade ago, which indicate that inquiry was seldom practiced in history education (e.g., Bain, 2006; Hartzler-Miller, 2001), they also point toward a positive evolution.…”

Section: Discussionsupporting

confidence: 90%

Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self, and the Context

Voet

Wever

2018

Journal of Teacher Education

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Even though studies have shown that the impact of professional development on inquiry-based learning (IBL) tends to remain limited when it fails to consider teachers’ beliefs, there is little known about how these beliefs influence teachers’ adoption of IBL. In answer to this issue, the present study offers a framework that explains teachers’ use of IBL through three constitutive dimensions of beliefs systems, covering the constructs of education, the self, and the context. This framework is empirically investigated through a survey study with 536 secondary school history teachers. The resulting data are used to estimate a structural equation model (SEM), which indicates that the framework is able to explain a relatively large portion (38%) of the variance in teachers’ decision to implement IBL. Based on the findings, the implications for professional development and research on teachers’ use of IBL in general, and within history education in particular, are discussed.

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Section: Discussionsupporting

confidence: 90%

Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self, and the Context

Voet

Wever

2018

Journal of Teacher Education

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“…do not yet appear to be common practice in classrooms (Author, 2016c;Van Nieuwenhuyse, Wils, Clarebout, Draye, & Verschaffel, 2015).…”

Section: Interventionmentioning

confidence: 99%

Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program

Voet

Wever

2017

Teaching and Teacher Education

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The present study investigates a training program aimed at preparing pre-service history teachers for organizing inquiry-based learning (IBL) in class. This program consisted of a workshop and an assignment during the teaching internship period. Pre-and posttests indicate that the workshop had a significant effect on self-efficacy and attitude toward IBL, but also that most student teachers' attitudes had again changed after the assignment. Related to this, student teachers' lesson plans revealed three different templates, representing distinct interpretations of 'inquiry'. An analysis of reflection papers and interviews describes how the context of the teaching internship further shaped student teachers' thinking.

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“…Akan tetapi pendidik perlu memberikan panduan kepada peserta didik bagaimana melakukan kritik sumber informasi yang layak digunakan, agar tidak mendapatkan informasi yang keliru dan menyesatkan (hoax). (Nieuwenhuyse et al, 2015).…”

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Kontekstualisasi Pandemi Covid-19 dalam Pembelajaran Sejarah

Amboro

2020

yupa. hist. stud. j.

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Merebaknya pandemi COVID-19 di seluruh dunia khususnya Indonesia memberikan dampak besar terhadap berbagai aktivitas manusia, tak terkecuali aktivitas pendidikan dan kegiatan pembelajaran di sekolah. Pembelajaran secara tatap muka di sekolah dihentikan sementara sejak bulan Maret 2020 hingga waktu yang belum dapat ditentukan. Kejadian pandemi terbesar yang dialami umat manusia pada perempat awal abad-21 ini, tentu akan menjadi catatan sejarah baru. Peristiwa besar yang sedang terjadi ini dapat menjadi bahan pembelajaran sejarah yang kontekstual bagi pendidik dan peserta didik di sekolah menengah. Sehingga kajian ini bertujuan untuk menganalisis peluang pemanfaatan situasi pandemi COVID-19 sebagai materi pembelajaran sejarah kontekstual. Hasil kajian mengetengahkan bahwa dalam kontekstualisasi ini perlu memperhatikan tahap penyusunan rencana pembelajaran, pengembangan materi pembelajaran, kegiatan belajar berbasis portofolio, dan penilaian otentik. Kontekstualisasi pandemi COVID-19 dalam pembelajaran sejarah ini dapat melatih kemampuan berpikir historis peserta didik, mencari-temukan signifikansi historis, dan menumbuhkan empati historis. Selain itu kontekstualisasi ini adalah sebagai bentuk implementasi pembelajaran sejarah yang adaptif dan responsif terhadap situasi, berorientasi pada nilai, dan melatih kreativitas pemanfaatan berbagai sumber dan media pembelajaran bagi pendidik dan peserta didik.

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The Present in Flemish Secondary History Education Through the Lens of Written History Exams

Cited by 10 publications

References 9 publications

Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self, and the Context

Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self, and the Context

Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program

Kontekstualisasi Pandemi Covid-19 dalam Pembelajaran Sejarah

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