Singapore teachers' characterisation of historical interpretation and enquiry: enhancing pedagogy and pupils' historical understanding

Abstract

In 2000 syllabus revisions took into account the need to include the process of history. In alignment with the change in the syllabus, assessment changed and pupils were expected to answer a compulsory source-based question. This research project is constructed to study Singapore teachers characterisation of historical interpretation and enquiry four years after the new syllabi was implemented.