202 research outputs found
Changing epistemic beliefs? An exploratory study of cognition among prospective history teacher
This study explores changing epistemic beliefs in the history domain among 18 prospective history teachers. Drawing data from these college undergraduate history majors who were considering teaching careers, the study traces out an exploration of how epistemic beliefs may change at this crucial developmental point. A likert-scale instrument served as a primary data-gathering tool and it was administered in a pre-post, design. Observational and interview data augmented the scale data. A university-based course served as an educational vehicle designed to influence epistemic beliefs. The results among the prospective teachers were mixed. Some students’ epistemic beliefs remained unaffected by the course, while others changed, some quite dramatically. Reasons for varied influences are the subject of the discussion. Implications of the results are also considered.Keywords: Epistemic Knowledge; Historical Thinking; History Teaching; Prospective Teachers
Crenças epistêmicas em mudança? Um estudo investigativo do conhecimento entre futuros professores de história
Este estudo investiga crenças epistêmicas em mudança na área de história entre 18 futuros professores de história. Colhendo dados desses estudantes de graduação em história que estavam considerando seguir a carreira docente, o estudo procede a uma investigação sobre como as crenças epistêmicas podem mudar neste momento crucial de desenvolvimento. O instrumento de escala Likert serviu como ferramenta para reunir dados primários e foi aplicado em um estágio antes e depois do curso. Dados de observação e de entrevista aumentaram os dados da escala. Um curso sediado em uma universidade serviu como veículo educacional com o objetivo de influenciar as crenças epistêmicas. Os resultados entre os futuros professores foram mistos. Algumas crenças epistêmicas dos alunos não se alteraram, enquanto outras mudaram, e algumas fortemente. As razões para as influências variadas são o tema da discussão. E as implicações dos resultados também serão considerados.Palavras-chave: Conhecimento epistêmico; Pensamento histórico; Ensino de história; Futuros Professores
Changing epistemic beliefs? An exploratory study of cognition among prospective history teacher
This study explores changing epistemic beliefs in the history domain among 18 prospective history teachers. Drawing data from these college undergraduate history majors who were considering teaching careers, the study traces out an exploration of how epistemic beliefs may change at this crucial developmental point. A likert-scale instrument served as a primary data-gathering tool and it was administered in a pre-post, design. Observational and interview data augmented the scale data. A university-based course served as an educational vehicle designed to influence epistemic beliefs. The results among the prospective teachers were mixed. Some students’ epistemic beliefs remained unaffected by the course, while others changed, some quite dramatically. Reasons for varied influences are the subject of the discussion. Implications of the results are also considered.Keywords: Epistemic Knowledge; Historical Thinking; History Teaching; Prospective Teachers
The teaching of recent and violent conflicts as challenges for history education
This paper has been written with the support of Projects EDU2015-65088P from the DGICYT (Ministry of Education, Spain) and also the Project PICT2012-1594 from the ANPCYT (Argentina) coordinated by the autho
Envisaging the alternatives : From knowledge of the powerful to powerful knowledge in history classrooms
In this case study, we explore pedagogical practices that could promote powerful knowledge in school history. We analyse teaching sessions conducted by two teachers. The cases were selected from an observation study that focused on historical literacy in Finnish schools. While Michael Young's ideas of powerful knowledge have gained considerable attention in recent years, the pedagogical aspects of powerful knowledge have been less explored than its knowledge theorization. Our results indicate that promoting powerful knowledge is possible in school history. We suggest that powerful knowledge could be supported by teacher-led pedagogy that involves the systematic use of historical texts, and that uses disciplinary concepts to re-conceptualize everyday knowledge. Hence, teaching strives to unpack the (political) use of historical knowledge and narratives that represent the knowledge of the powerful.Peer reviewe
¿Qué es relevante históricamente? Pensamiento histórico a través de las narrativas de los estudiantes universitarios
Cynnydd dysgu yn y dyniaethau: canfod tensiynau wrth gyfleu cynnydd yn y dyniaethau yng Nghymru
Mae’r papur hwn yn edrych ar y tensiynau sy’n codi wrth gyfleu cynnydd mewn dysgu yn nisgyblaethau’r Dyniaethau. Ar sail ein hadolygiad o ymchwil yn nisgyblaethau’r Dyniaethau, cwricwla rhyngwladol ar gynnydd yn y meysydd hyn a myfyrdodau o weithgarwch proffesiynol ym ‘Maes Dysgu a Phrofiad’ y Dyniaethau, sydd newydd gael ei ddiffinio yn y Cwricwlwm i Gymru newydd, mae’r papur hwn yn disgrifio sut mae cynnydd dysgu yn y Dyniaethau wedi’i gysyniadoli yn y cwricwlwm newydd ac wedyn yn amlinellu ac yn adolygu’n feirniadol bedair her a gododd wrth ganfod a disgrifio’r cynnydd dysgu yng nghwricwlwm newydd y Dyniaethau. Mae’r tensiynau’n cynnwys y berthynas rhwng disgyblaethau; y cydbwysedd rhwng gwybodaeth, sgiliau a gwerthoedd; y gwahaniaethau rhwng modelau cynnydd sylfaenol yn y Dyniaethau; a chydbwyso cymhlethdod y dysgu ag ystyriaethau ymarferol ar gyfer cwricwlwm cenedlaethol. Drwy ddefnyddio’r Model Newid Integredd, mae’r papur hwn yn cyfrannu drwy gynnig mewnwelediadau newydd i agweddau eang ar gynnydd dysgu yn y Dyniaethau a thrwy dynnu sylw at y buddion a heriau dichonol o wneud penderfyniadau penodol mewn perthynas â phob un o’r tensiynau hyn. Trafodir goblygiadau sy’n codi mewn perthynas â chynllunio’r cwricwlwm ac ymchwil yn y dyfodol, yn cynnwys y rôl sylfaenol sydd gan ddysgu proffesiynol wrth ddatblygu a gweithredu’r cwricwlwm
Learning Progression in the Humanities: Identifying tensions in articulating progression in Humanities in Wales.
The paper explores tensions in the articulation of progression in learning across
the Humanities disciplines. Informed by our review of research in the Humanities
disciplines, international curricula on progression in these areas, and reflections
from professional activity within the newly defined Humanities ‘Area of
Learning and Experience’ (AoLE) in the new Welsh curriculum, this paper
describes how learning progression in Humanities has been conceptualised within
the new curriculum and then delineates and critically reviews four challenges that
emerged when identifying and describing progression in learning in the new
Humanities curriculum. Tensions include the relationship between disciplines;
the balance between knowledge, skills and values; the differences between
underlying models of progression in Humanities; and balancing the complexity of
learning with practical considerations for a national curriculum. Underpinned by
the Integrity Model of Change, this paper makes a contribution, through
providing new insights on broad aspects of learning progression in Humanities
and highlighting potential benefits and challenges of taking particular decisions
within each of these four tensions. Implications for curriculum planning and
future research are offered, including the fundamental role of professional
learning in curriculum development and enactment
COGNITIVELY BASED ASSESSMENT OF, FOR, AND AS LEARNING: A FRAMEWORK FOR ASSESSING READING COMPETENCY
Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework
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