Historical Encounters: A journal of historical consciousness, historical cultures, and history education最新文献

{"title":"Instructing students in history museums: A systematic literature review","authors":"Brent Geerts, F. Depaepe, Karel van Nieuwenhuyse","doi":"10.52289/hej11.111","DOIUrl":"https://doi.org/10.52289/hej11.111","url":null,"abstract":"History museums offer a wide range of possibilities to engage students in learning about the past, as well as about history. When compared to scholarly research on other types of museums, their educational promises are underexposed. Within these promises, instructional practices and instructional agents such as museum educators and history teachers play an important role. In order to get a view on research methods and findings regarding instruction within history museums, we conducted a systematic literature review. Three scholarly databases were searched, yielding 45 peer-reviewed journal articles. Those have been fully screened, analysed and compared regarding their research design (in terms of research questions, participants involved, and theoretical and methodological approaches) and their research outcomes (in terms of what they revealed about the content, the nature and the approach of instruction in history museums). Review outcomes reveal four different types of research designs, ranging from describing instructional practices to studying beliefs or a combination thereof, or a focus on the relationship between instruction and students’ learning. Within each of these types, great variety was observed regarding the involved participants and the theoretical and methodological approaches. Besides, the review distinguished three areas of research outcomes, namely the goals of instruction, the instructional methods and the relationship between schools and museums before, during and after instruction. Findings within these areas reveal that certain tensions exist, for example between cognitive and emotional-affective learning goals, also related to disciplinary (historical) and civic educational goals. Other tensions were to be distinguished between student- and teacher-centred instructional methods and between beliefs and practices regarding collaborations between schools and museums. Taken together, these research outcomes yield important implications for instructional practices in history museums and for future scholarly research on them.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"14 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139524863","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}

{"title":"“It is like the re-enactment show”: Narrative and historical culture among young French Canadian students","authors":"Stéphane Lévesque, Jean-Philippe Croteau","doi":"10.52289/hej11.110","DOIUrl":"https://doi.org/10.52289/hej11.110","url":null,"abstract":"This study of historical consciousness illustrates the cultural processes by which French Canadian students narrate the history of their national past. Findings are based on data collected through a narrative inquiry with 635 francophone students from a variety of backgrounds. Although participants made explicit references to and use of formal learning from their school history courses, a majority of participants produced simplified narratives largely informed by mythistories of their historical culture. These findings suggest that the current curricular emphasis on historical thinking may fail to challenge students’ historical ideas in ways that take into consideration the forces of historical culture (mythistories, mnemonic infrastructure representations, conceptions of the past) and help them generate more complex narratives of the collective past that acknowledge the diversity of perspectives present in the society in which they life.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139530930","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}

{"title":"Student teacher professional growth on teaching historical thinking and reasoning: A case study on the use of an observation instrument","authors":"Súsanna Margrét Gestsdóttir, J. van Drie, Carla A. M. van Boxtel","doi":"10.52289/hej11.106","DOIUrl":"https://doi.org/10.52289/hej11.106","url":null,"abstract":"In this study, we investigated the role of an observation instrument on teaching historical thinking and reasoning (HTR) in fostering teachers’ capability to teach historical reasoning. The aim was to see how Teach-HTR, an observation instrument that focusses on teacher behaviour when teaching HTR, can be used to enhance the professional growth of history student teachers in its teaching. We conducted a case study focusing on teacher training where a teacher educator integrated the use of the instrument in his regular practice. After investigating the changes in student teachers’ beliefs, knowledge and practices by conducting pre- and post-measurements we used the Interconnected Model of Professional Growth to examine it further. The case study shows the Teach-HTR observation instrument helps student-teachers identify the teacher behaviour that enhances the teaching of HTR. It provides indications of the instrument’s utility in enhancing professional growth.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"75 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440834","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}

{"title":"The banal significance of family history research: Experiences and narratives from participants of Swedish non-formal family history courses","authors":"Karen Ann Blom","doi":"10.52289/hej11.102","DOIUrl":"https://doi.org/10.52289/hej11.102","url":null,"abstract":"Is family history research always life-changing and sensational? Or is there something significant in the banal that the participants in this study reported? This study aims to explore the spectrum of experiences of family history research, focusing specifically on the banal. I argue that it is in examining the banal everyday motivations, experiences, and findings that a greater understanding of how the average individual negotiates and builds meaning through their use of cultural heritage, family history, and the past. The everyday banal is what is reproduced and remains after the effervescence fades away and the normal redundancy in traditional society continues. The banal withstands the sands of time and effectively (re)produces narratives and binary tropes of identity and the past. This study examines the narratives collected from semi-structured interviews with seven participants from two Swedish non-formal courses in family history research. These narratives are important as they reveal participants’ engagement with historical consciousness and the relationship between the past, present and future. Moreover, the stories they tell are significant in revealing that participants learn family history research for numerous reasons, including “something to do” alongside those who wish to have a deeper historical understanding. Family history research is a collective and collaborative activity despite the individualised nature of focusing on one’s ancestors. Participants’ research led to discoveries that were not always revolutionary, reinforcing, for example, banal traits seen in themselves and banal activities they carry out today. This study found that while the reasons for participation, the act of attending class, and participants’ research may not necessarily result in the extraordinary–thieves or kings–for these individuals participating in family history research, the banal reasoning and banal results are significant.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"4 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438901","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}

{"title":"Students' historicisation of the environmental crisis: A narrative of industrialisation, ignorance and greed","authors":"Albin Sönnergren Gripe, Johan Sandahl","doi":"10.52289/hej11.101","DOIUrl":"https://doi.org/10.52289/hej11.101","url":null,"abstract":"As the field of history education begins to acknowledge the need to respond to the challenges of the Anthropocene, questions arise concerning students' ability to use history to make sense of pressing environmental issues. To address this, 67 Swedish upper secondary school students were asked to historicise issues like global warming and share their ideas concerning the present and the future. Within the framework of Jörn Rüsen's narrative theory, this article analyses how and to what extent these students experienced and interpreted the past and used history to orient themselves in relation to such issues. It also develops on the outcome of this process. While most students historicised the situation, many students made limited use of history. Their typical narrative can be described as a linear story of historical industrialisation driven by the hunger for progression and wealth and facilitated by ignorance. It was told with little detail or reference to evidence and in a way that generally seemed unsupported by historical thinking. Moreover, their typical narrative mostly aligned with the standard science-based Anthropocene narrative, lacking cultural and political perspectives. Although their orientations varied, students focused on technical solutions and lifestyle adjustments rather than civic engagement and politics. Students were worried about the future. However, the narrative of technological and scientific progression and the belief that people in the past lacked awareness and technological alternatives gave students hope. On the other hand, viewing them as informed or inherently selfish contributed to pessimism. Supported by theoretical work, the findings indicate ways school history may support students' ability to deal with Anthropocene issues, helping them to experience and interpret the past and the present in a more nuanced and elaborate way. They also highlight the need for content that aids students' ability to anticipate Anthropocene scenarios and reflect on strategies for engagement.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"9 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439976","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}

{"title":"Student questioning: What does questioning reveal about prior knowledge, historical reasoning and affect?","authors":"A. Logtenberg, Gonny Schellings, Carla A. M. van Boxtel, Bernadette van Hout-Wolters","doi":"10.52289/hej11.108","DOIUrl":"https://doi.org/10.52289/hej11.108","url":null,"abstract":"Students ask historical questions when they are engaged in historical reasoning and trying to understand a particular historical phenomenon. Student questioning can be regarded as the engine and a destination of historical reasoning. This study is aimed at deeper insight into thinking processes underlying students’ historical questions using a general model of questioning and a domain-specific model of historical reasoning. Thirty-three secondary school students were instructed to read a text and underline striking text segments. At the point of underlining, students were asked to verbalize their thoughts. In our protocol analysis we focused on the questions students spontaneously asked while verbalizing their prior knowledge, reasoning, and feelings. It appeared that in half of the 251 analyzed fragments (episodes) students verbalized an extent of historical reasoning and expressed feelings. Questions were mostly asked when students expressed a knowledge deficit, but spontaneous questions were also present in episodes with historical reasoning and episodes with affective responses. All components, activating prior knowledge, realizing a knowledge deficit, historical reasoning and experiencing affective thoughts, help students to ask their questions and help them to process the introduction into a historical topic.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"1 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439716","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}

{"title":"Walking in their footsteps: Historical empathy and experiential learning on battlefield study tours","authors":"Sara Karn","doi":"10.52289/hej11.103","DOIUrl":"https://doi.org/10.52289/hej11.103","url":null,"abstract":"Reflecting on my experience leading battlefield study tours for secondary school students, this article explores the pedagogical benefits of experiential learning for fostering historical empathy. I suggest that experiential learning offers students opportunities to engage with both the cognitive and affective dimensions of history, which are necessary for developing historical empathy. In doing so, I adopt Davison’s (2017) conceptualization of historical empathy as a cognitive-affective “pathway” to demonstrate how experiential learning supports students’ understandings of perspectives and experiences in the past. On the study tours, students entered the past by developing emotional connections to historical actors and particular places, based on their family histories and backgrounds. While visiting historic sites and interpreting battlefield landscapes, students worked with the historical record to build contextual knowledge and consider diverse perspectives. Finally, students exited the past to form ethical judgments about the World Wars and applied their learning within their communities back home in Canada.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"52 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441212","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}

{"title":"Analysis and interpretation of an historical photograph among future teachers of social science subjects: Research using the eye-tracking method","authors":"Denisa Labischová","doi":"10.52289/hej11.105","DOIUrl":"https://doi.org/10.52289/hej11.105","url":null,"abstract":"This article presents the findings of mixed-design research carried out in 2021 on a sample of students who were training to become teachers of social sciences subjects. The aim of the research was to determine the extent to which a carefully considered, didactically structured analysis of an iconographic historical source (an historical photograph depicting the occupation of Czechoslovakia by Warsaw Pact troops on 21 August 1968) influences the quality of the source’s perception, analysis and interpretation. A computer test with a set of questions for the respondents (test subjects) was created as a research tool. The study used three methods of data collection and processing: audio recording analysis using open axial coding and categorization; eye-tracking to investigate the perception strategies of the test subjects; and structured interviews carried out with the test subjects following the test, in order to gain information about the course of the test and to indicate potential options for modifying the research tool. The results of the study showed that a didactically structured analysis of the iconographic source had a substantial positive effect on the students’ perception strategies and the quality of their interpretation. If the test subjects are not guided towards a thorough observation of the image, identifying its individual elements and determining their meanings, they mostly overlook these important elements entirely, and their interpretation as a whole is very superficial. Another aspect of the source that is usually overlooked is the level of empathy, i.e. understanding of the individual experiences of the depicted people, bringing multiperspectivity in the perception of the depicted situation. These research findings should be taken into consideration during pre-graduate training for future teachers of social sciences subjects; graduates of teacher training degrees should possess these specific competencies and be able to implement didactically structured analyses and interpretations of historical sources in their teaching at primary and secondary schools.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"58 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534944","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}

{"title":"Investigating adolescents’ historical reasoning skills when analyzing and interpreting an image","authors":"Kevin van Loon, Dominic Studer, Monika Waldis","doi":"10.52289/hej11.107","DOIUrl":"https://doi.org/10.52289/hej11.107","url":null,"abstract":"This study investigated adolescents’ (secondary school students, N = 145, M age 13.9 years) historical reasoning skills when analyzing and interpreting an image. Presumably, historical reasoning can be fostered when engaging in inquiry-based writing. However, in past research using inquiry-based writing tasks, textual sources rather than images prevailed. The present research investigated students’ writing skills when interpreting a historical image. Participants were presented with a historical photograph and were asked to write a structured text about their analysis and interpretation of this image. A scoring rubric was developed to assess the quality of students’ historical reasoning skills, specifically: (1) asking and answering historical questions, (2) reasoning about images, and (3) reasoning with images. Findings show that the factor structure of the scoring rubric largely overlaps with theoretically distinguished components of historical reasoning. Students were able to ask historical questions and write a well-structured text. However, most students did not describe and analyze the source of the image and did not refer to the main message of the image. Further, many students could not identify the image’s relevance for the present. Importantly, the findings imply that students’ methodological competencies to critically analyze and interpret the used image were not elaborated. Possibly, they do not receive sufficient training addressing these skills. This seems problematic, not only in history education but also when deriving meaning from images in everyday life.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"8 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439943","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}

{"title":"Teaching sensitive topics: Training history teachers in collaboration with the museum","authors":"A. Logtenberg, G. Savenije, Pieter de Bruijn, Timo Epping, Guido Goijens","doi":"10.52289/hej11.104","DOIUrl":"https://doi.org/10.52289/hej11.104","url":null,"abstract":"Discussing sensitive topics, such as slavery, political extremism or religion, in the history classroom presents an interesting challenge for history teachers and museum educators. The goal of this small-scale case study was to evaluate a domain-specific professional-development course for Dutch history teachers that was developed in cooperation with museum educators. This course trains teachers to explore the dynamics of and multiple perspectives on a heritage object by asking historical questions, starting from an overarching main question. We investigated: 1) to what extent trainee and experienced history teachers felt competent in teaching sensitive topics before and after the training; and 2) how three experienced history teachers discussed multiple perspectives in a follow-up lesson after the training. Results showed that teachers reported higher self-efficacy in teaching sensitive topics and that the course offered them practical ideas about how to discuss these kinds of topics in their classrooms. Lesson observations showed that the teachers applied some parts of the design principles demonstrated in the course. This article discusses how using tangible heritage objects could support history educators in negotiating sensitive issues.","PeriodicalId":511679,"journal":{"name":"Historical Encounters: A journal of historical consciousness, historical cultures, and history education","volume":"93 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440159","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}