scholarly journals Challenges and Obstacle of Outdoor Learning of History Education to enhance the Historical Thinking Skills

2019 ◽  
Author(s):  
Niveetha Niveetha ◽  
Mohd Mahzan Awang ◽  
Abdul Razaq Ahmad ◽  
Shakila Che Dahalan
Keyword(s):  
History Education ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Outdoor Learning

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113-122
Author(s):  
Khairunnajwa binti Samsudin ◽  
Mohd Mahzan bin Awang ◽  
Anuar bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals Of dragons and dinosaurs: How children’s toys and games create ideas of the past, of history and of fiction

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Christoph Kühberger
Keyword(s):  
Historical Fiction ◽  
History Education ◽  
Historical Thinking ◽  
Evidence Base ◽  
Ethnographic Research ◽  
The Past ◽  
Historical Culture ◽  
Fictional Representations

This article outlines a trend in popular historical culture which has seen the increasing replacement of a concept of history that rests on some form of evidence base by visions of fictional pasts, or – to put it more precisely – by an ambiguous blend of the past and fictional pasts. Drawing on ethnographic research focused on the contents of Austrian children’s rooms, this paper explores traceable manifestations of history and historical fiction, particularly toy dragons and dinosaurs, in their properties as objects and as focuses of their owners’ interpretations as ascertained in interviews. The research finds little clear demarcation in the minds of the children interviewed (all between 8 and 12 years old) between imaginings and cognitive attempts to reconstruct the past. The article examines the influence of these factual–fictional representations on historical thinking from a history education perspective.

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