A course on ethics and history of technology, taught to 1886 first-year engineering students of 14 engineering departments was redesigned using Self-Determination Theory (SDT) by adapting many course elements at the same time. We applied the situational level of Vallerand's hierarchical model, analysing how the elements of this ethics and history…

This study analyzed some student-centered strategies used in three secondary classrooms in a large, urban high school in US. The researcher, who was teaching a graduate methods course at the local university, conducted classroom observations and follow-up interviews with three teachers enrolled in the class. The teachers learned about different…

The Model International Criminal Court (MICC) was launched in 2005 and has been pushing boundaries of non-formal education. Topics such as crimes against humanity, war crimes and genocide were adapted to a methodology and pedagogy suitable for high school students. This non-formal education project has also sparked successful spin-off educational…

The United States and Brazil were the two largest slave societies in the history of New World slavery, and the legacies of that history remain salient in both nations. Slavery and the slave trade are important topics to be taught in history courses, and future generations need to be given accurate information about the history and legacies of…

Purpose: This article presents a case study exploring how future teachers combine scientific knowledge and practical knowledge during a history didactics course and practicum field experience in history teaching in Quebec high schools. Design: Through a thematic analysis of the written assignments submitted during the practicum and conceptual maps…

Growing polarization in European societies has changed not only political landscapes but also public debates about the past, which has, in turn, had an impact on the way history is taught and talked about in schools. This article explores how these trends are experienced by history educators across Europe and asks which issues history educators…

There is growing interest in the incorporation of digital games as part of the suite of offerings in museum education in heritage environments. Digital games are seen as ways of recreating historic worlds, affording empathetic and affective engagement, and increasing interest in and understanding of historical periods or processes, working in…

The increasing adoption of educational technology in school classrooms has resulted in greater use of electronic devices to take lesson notes. Recent research comparing performance of adult students who recorded lecture notes using computer keyboards with that of students who handwrote their notes shows somewhat conflicting findings about their…

History education comprises moral issues and moral aspects, often perceived as an important and meaning-making foundation that makes learning relevant and interesting. The interrelationship between time layers fuels historical interpretations and facilitates perceptions of moral issues. This article focuses on a study investigating how secondary…

Mobile apps take advantage of the ubiquity of mobile phones and can be used to share unique pedagogical experiences with multimedia content not yet available in curriculums. This preliminary study used a quasi-experimental pretest-posttest design to examine changes in self-reported empathy toward sexual orientation and gender identity (SOGI)…

The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development…

This paper presents inductive instructional approach, career aspirations and noble values in History. In the 21st century there is still History teachers emphasize the only cognitive aspects of student learning, but still have little to do with everyday life, career aspirations and noble values. This study has developed a review list of learning…

For students to understand the narratives of heritage sites, teachers must equip them with the skills to question the public curriculum, engage with it, create meaning from it, and when needed, challenge it.

The objective of this study is based on the sense of rethinking the representation of the black population within history textbooks. The research was carried out in a public school in the countryside of the municipality of Dormentes (Pernambuco State, Brazil) through the application of questionnaires. The way a black person is represented within…

The purpose of this article is to present a problematising and exploration of how teachers educated within settler-colonial systems are positioned to analyse critically and resist whitewashed curriculum when planning for school-based learning. Since the 2013 implementation of the Australian Curriculum: History, Aboriginal and Torres Strait…