Yesterday and Today最新文献_第9页

Practical history lessons as a tool for generating procedural knowledge in history teaching 历史实践课作为历史教学中程序性知识生成的工具

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2022/n27a6

C. Oppong, A. Adjepong, G. Boadu

{"title":"Practical history lessons as a tool for generating procedural knowledge in history teaching","authors":"C. Oppong, A. Adjepong, G. Boadu","doi":"10.17159/2223-0386/2022/n27a6","DOIUrl":"https://doi.org/10.17159/2223-0386/2022/n27a6","url":null,"abstract":"Situated in the context of philosophy of history, this article explains the use of substantive concepts and procedural concepts to generate historical understanding and examines the relationship between the two forms of historical knowledge. The paper makes use of both primary (original views of authors) and secondary (views of other authors) materials. The paper notes that substantive knowledge and procedural knowledge play complementary roles in the acquisition of historical understanding. It is argued, in light of the dominant position of substantive knowledge over procedural knowledge, that attention should be given to procedural knowledge as it introduces students to the processes by which history is constructed. The article proposes the use of practical history lessons as a conduit for developing procedural knowledge and attaining historical understanding.Situated in the context of philosophy of history, this article explains the use of substantive concepts and procedural concepts to generate historical understanding and examines the relationship between the two forms of historical knowledge. The paper makes use of both primary (original views of authors) and secondary (views of other authors) materials. The paper notes that substantive knowledge and procedural knowledge play complementary roles in the acquisition of historical understanding. It is argued, in light of the dominant position of substantive knowledge over procedural knowledge, that attention should be given to procedural knowledge as it introduces students to the processes by which history is constructed. The article proposes the use of practical history lessons as a conduit for developing procedural knowledge and attaining historical understanding.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"384 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127135608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching History teachers during COVID-19: Charting poems, pathways and agency

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2020/N24A3

S. Godsell

引用次数: 3

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2018/N19A8

P. Kallaway

引用次数: 0

The use of online discussion board and blogs to enhance History student teachers' Work Integrated Learning (WIL) 利用网上讨论板和博客加强历史实习教师的工作整合学习

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/N25A3

V. Mabalane

{"title":"The use of online discussion board and blogs to enhance History student teachers' Work Integrated Learning (WIL)","authors":"V. Mabalane","doi":"10.17159/2223-0386/2021/N25A3","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/N25A3","url":null,"abstract":"ABSTRACT The paper reports on research on History student teachers' enhancement of Work Integrated Learning (WIL) using online tools like a discussion board and blogs. It draws on the enhancement programme planned for the History student teachers - 78 Bachelor of Education students (BEd) 4th-year students and 28 Post-Graduate Certificate in Education (PGCE) students who were expected to integrate technological tools in their teaching during WIL; some of them, mostly PGCE students lacked the necessary Pedagogical Content Knowledge (PCK) in this regard. Thus, the main purpose of this study was to explore the extent to which the online discussion board and blogs enhanced student teachers' classroom practice during WIL. The theoretical lens that informed this study was the five-factor model of mentoring for effective teaching that underpinned the need for improved support and mentoring by the History student teachers: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Qualitative research methods and purposive sampling were used. The data was analysed using content analysis as per the five-factor model of mentoring for effective teaching. The findings revealed that student teachers responded overwhelmingly positively to the use of the online tools. They also revealed that the one-and-a-half-hour face-to-face debriefing was not acceptable to the majority of the participants. Most of them felt that it was just a formality and failed to address their immediate needs compared to being mentored online by their peers. In light of these findings, the study suggests that the usage of an online discussion board and blogs in mentoring and encouraging the improvement of student teachers' PCK should be considered and included when planning WIL programmes. Keywords: History; Work Integrated Learning; Reflection; Discussion board; Blogs; Five-factor model of mentoring for effective teaching.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130067201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unpacking the past: The ambivalent legacy of colleges of education 揭开过去:教育学院的矛盾遗产

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2022/n27a2

M. Robinson, L. Chisholm

引用次数: 0

"Myth" or "construct"?: What students are learning about race in the South African history classroom “神话”还是“建构”?学生们在南非历史课上学到了什么关于种族的知识

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2023/n29a4

Karen Harris, Tinashe Nyamunda Yesterday Today, Natasha Robinson, Nicholas Kerswill

{"title":"\"Myth\" or \"construct\"?: What students are learning about race in the South African history classroom","authors":"Karen Harris, Tinashe Nyamunda Yesterday Today, Natasha Robinson, Nicholas Kerswill","doi":"10.17159/2223-0386/2023/n29a4","DOIUrl":"https://doi.org/10.17159/2223-0386/2023/n29a4","url":null,"abstract":"History education in post-apartheid South Africa addresses topics that are highly salient to the concept of race. To make sense of colonialism, slavery, the Holocaust, and most notably apartheid, students require an understanding of what race is, and how it has been used to justify discriminatory and unjust behaviour. The South African Curriculum and Policy Statements for Grade 9 History therefore devotes two hours to a topic on \"the definition of race\" (Department of Basic Education [DBE], 2011a: 43). However, what are students learning about 'the definition of race' from their history education? In this article, we draw on our experience as a history educator and history education researcher to argue that students often develop inaccurate and unhelpful understandings of race. This is partially since both the South African history curricula and textbooks describe race as a \"myth\" (DBE, 2011a, 43; Bottaro, Cohen, Dilley, Duffett, & Visser, 2013) with no scientific or evolutionary basis. Hence, students who learn that race is a 'myth' understandably struggle to understand discourses and policies that refer to racial identity and are at risk of misunderstanding theories of evolution. While we agree that the concept of race has no legitimate scientific basis, we nonetheless argue that students require an historical understanding of race; one that demonstrates how racial identities have been constructed in different ways and for different purposes over time. Such an approach would introduce students to the extensive historiography of the construction of race (e.g. DuBois, 1940; Dubow, 1995). By understanding race as a construct rather than a myth, we suggest that students will be better able to engage with the legacies of racialised violence as well as the ways in which racial identity is a legitimate source of meaning for many South Africans.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123216890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the complexity of teaching the genocide against the Tutsi through a career life story 通过一个职业生涯的故事来理解对图西族进行种族灭绝教学的复杂性

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2020/N24A2

J. L. Buhigiro

{"title":"Understanding the complexity of teaching the genocide against the Tutsi through a career life story","authors":"J. L. Buhigiro","doi":"10.17159/2223-0386/2020/N24A2","DOIUrl":"https://doi.org/10.17159/2223-0386/2020/N24A2","url":null,"abstract":"The Tutsi, the Twa and the Hutu are three social groups that have enjoyed a monoculture and lived on the same land. In 1994, around one million Tutsi were killed in a genocide organised by the then interim government. It is almost impossible to find any category of people who resisted participating in these killings, which have had tremendous long-lasting consequences. The extent of the killings made the genocide against the Tutsi one of the most researched topics in the history of Rwanda. However, only a few studies have focused on the teaching of this topic. In this article, I argue that the teaching of the genocide against the Tutsi is not an easy task because the teacher has to be careful not only in the choice of the methodology but also in selecting words to be used in a history class and taking into consideration the Rwandan socio-political context. In order to understand the phenomenon of teaching the genocide against the Tutsi, this study adopted a qualitative approach with a career life story methodology. This approach helps us to understand one history teacher’s views on his experience of teaching the aforementioned phenomenon. The selected teacher’s views cannot be generalised. However, they can give insight into the situation. Rukundo is one of the eleven Rwandan history teachers interviewed in 2013 and again in 2020 in Rwanda during and after my PhD research. This story was chosen because Rukundo is one of the four out of eleven history teachers who indicated that they predominantly used the learner-centred approach recommended by the 2008 and 2010 history curricula and the current competence-based curriculum. The choice of the above participant can help the readers to understand not only the complexity of teaching the genocide against the Tutsi in history in Rwandan secondary schools but also the way the career life story used in this article was constructed to explain Rukundo’s lived experience.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"552 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116645042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Utilizing a Historically Imbedded Source-Based Analysis Model (HISBAM) in the History school classroom 历史嵌入式源分析模型(HISBAM)在历史学校课堂中的应用

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/n26a1

B. Bunt, Pieter Warnich

引用次数: 0

Education and the public good: Foregrounding education in history 教育与公益:历史上教育的前景

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/n26a2

E. Smith

{"title":"Education and the public good: Foregrounding education in history","authors":"E. Smith","doi":"10.17159/2223-0386/2021/n26a2","DOIUrl":"https://doi.org/10.17159/2223-0386/2021/n26a2","url":null,"abstract":"ABSTRACT Historians can contribute significantly to education historiography to bolster education transformation. Contemporary scholarship in education, in the main, mostly wrestles with the current dispensation's transformation of education policy endeavours in the post-apartheid era. While there is no substantial or insurmountable disagreement on the education policy objectives in post-apartheid South Africa, much of the contestations seem to arise from how these objectives should be realised to achieve their lofty ideals. This is where learning from history is important. History is not merely concerned with constructing knowledge through relooking the past but also attending to the \"selection\" and \"silences\" over time. Among other things, South Africa's history also provides significant insights into how education contributed to developing a first-world economy in the country. This article argues that, because of education's ability to enable social and economic mobility to affect families, communities, and society in general positively, education is a public good that requires historians' involvement and attention. The article also considers the significance of funding education as a public good. Consequently, the paper argues that historians can make a significant contribution to transforming education in their continuous rewriting of history to learn from the past and foreground education as a public good in the past and present for the future. Keywords: History; Education history; Education historiography; Education transformation; Public good.","PeriodicalId":190311,"journal":{"name":"Yesterday and Today","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128221490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developments in history education in Ghana 加纳历史教育的发展

Yesterday and Today Pub Date : 1900-01-01 DOI: 10.17159/2223-0386/2021/N25A5

G. Boadu

引用次数: 0