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Rinaldo Adi Pratama; Muhammad Adi Saputra; Lisna Hikmawaty – Journal of Education and Learning (EduLearn), 2024
The research explores the potential of incorporating science, technology, engineering, and mathematics (STEM) education approach and critical thinking to enhance historical consciousness. The study employs an ex post facto quantitative method, specifically a correlational design to analyse the variables. The research population comprises 425…
Descriptors: STEM Education, History Instruction, Thinking Skills, Critical Thinking
Manuel Lucero; Manuel Montanero; Carla van Boxtel – Instructional Science: An International Journal of the Learning Sciences, 2024
There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However,…
Descriptors: Foreign Countries, History Instruction, Learner Engagement, Concept Mapping
Hillary M. Van Dyke – ProQuest LLC, 2024
The purpose of this qualitative, descriptive case study is to study how teachers utilize cemeteries as a teaching space, specifically for instruction in Black history and for enacting social studies curriculum by examining the curricular and instructional strategies two educators use with historically Black cemeteries as a place of learning for…
Descriptors: Secondary School Teachers, Death, Land Use, Geographic Location
Diana Owen – Computers in the Schools, 2024
The use of digital devices in K-12 classrooms has become increasingly contested with their ubiquity. This study examines policies governing cell phone use in elementary and secondary school civics, social studies, American government, and history classes in the United States. Cell phone policies implemented by teachers differ vastly across and…
Descriptors: History Instruction, Civics, Handheld Devices, Telecommunications
Russell Gersten; Joseph Dimino; Madhavi Jayanthi; Mary Jo Taylor – Elementary School Journal, 2024
We discuss an original study and two replications conducted over 18 years examining the impact of Teacher Study Group (TSG) in Vocabulary, a professional development (PD) approach for improving pedagogy and student learning. Study 1 focused on the design and development of the PD and included a small-scale randomized controlled trial to assess the…
Descriptors: Faculty Development, Vocabulary Development, Teaching Methods, Comparative Analysis
Russell, Elizabeth – New Zealand Journal of Educational Studies, 2022
Compulsory teaching of Aotearoa New Zealand histories has potential to change how this country's young people think and feel about themselves. However, achieving the new curriculum's vision of a more thoughtful and responsible citizenry is unlikely to be straightforward. For Pakeha secondary school students, descendants of European settlers, the…
Descriptors: Anxiety, Psychological Patterns, Emotional Response, Foreign Countries
Persson, Anders; Berg, Mikael – Citizenship, Social and Economics Education, 2022
The aim of this article is to increase our understanding of how history and social studies teachers in vocational preparation programmes (VET) in Sweden relate to the obligation of preparing students for their future lives as citizens. Previous research on VET programmes has primarily emphasised predetermined roles of education. Different critical…
Descriptors: Teacher Attitudes, Social Studies, History Instruction, Vocational Education
Berman, Daniel; Stoddard, Jeremy – Journal of Educational Media, Memory and Society, 2022
In the aftermath of the 11 September 2001 attacks against the United States, people immediately compared the attack with the Japanese assault on Pearl Harbor sixty years prior. In this article, we explore how US and world history textbooks published shortly after Pearl Harbor and 9/11 depicted and contextualized both events. The textbooks…
Descriptors: Terrorism, Air Transportation, National Security, War
Bruce King, M. Bruce; Lang, Laura M.; Bjork, Claire S.; Byington, Rachel; Bauer-Armstrong, Cheryl – Learning Professional, 2022
In this article, a two-year partnership aims to disrupt inequities in curriculum and instruction by supporting teachers' efforts to better teach American Indian studies. The authors focus on the foundations of the partnership and how they implemented their professional learning, as well as important lessons about facilitating teacher professional…
Descriptors: Indigenous Populations, Multicultural Education, Faculty Development, Cooperation
Davies, Nathanael; Rakib, Taslima; Zakaria, Anam – Teaching History, 2022
Nathanael Davies recognised that previous efforts to diversify the history taught at his school by weaving new stories into the curriculum had made little impression on his students' assumptions about what really counted as history. Planning a new enquiry on the creation of Bangladesh was intended both to bridge a divide between 'home' and…
Descriptors: Foreign Countries, History Instruction, Asian History, Teaching Methods
Phillips, Jessica – Teaching History, 2022
In this article, Jessica Phillips returns to a theme explored in the Historical Association's publication "Exploring and Teaching Medieval History in Schools"--the challenge of teaching about the medieval past in ways that acknowledge its vibrant complexity and create a genuine sense of resonance rather than condescension or blank…
Descriptors: Medieval History, Teaching Methods, Foreign Countries, History Instruction
Bailey-Watson, Will; Crouch, Charlotte – Teaching History, 2022
When Will Bailey-Watson (a history ITE tutor) and Charlie Crouch (a history PhD student) worked together to improve a history undergraduate course at their university, they realised that the benefits of collaboration between teachers and historians can flow both ways. In this article they offer an account of how they sought to create a structured…
Descriptors: Communities of Practice, Inquiry, History Instruction, Undergraduate Study
Shinogaya, Keita – Educational Practice and Theory, 2022
This study examined effective means of preparatory learning for upcoming classroom instructions. In a summer seminar on history, 76 junior high school students were assigned to three experimental groups: the answering pre-questions group, the rating confidence group, and the answering and rating confidence group. The results showed that answering…
Descriptors: Middle School Students, Self Esteem, Beliefs, Student Attitudes
Neumann, David J. – Social Education, 2022
This article argues that the best way to increase inquiry-based instruction is paradoxically to pay more attention to direct instruction because excessive attention to practices like close reading of texts and facilitating text-based discussions has led to neglect of content knowledge explanation as a core instructional practice. This article…
Descriptors: Direct Instruction, History Instruction, Knowledge Level, Prior Learning
Robinson, Natasha – History Education Research Journal, 2022
Addressing legacies of past injustice is a central concern for transitional justice. It has most commonly been attempted through a 'truth-telling' approach; it is assumed that if the truth of past injustices is made known, then justice can be acted upon within contemporary society. 'Truth telling'--and disciplinary approaches to learning about…
Descriptors: History Instruction, Postcolonialism, Justice, Ethics