Relevant bibliographies by topics / Historical sources on teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Historical sources on teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Historical sources on teaching"

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Beins, Bernard C. "Teaching measurement through historical sources." History of Psychology 13, no. 1 (2010): 89–94. http://dx.doi.org/10.1037/a0018561.

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Pivkina, Inna, Desh Ranjan, and Jerry Lodder. "Historical sources as a teaching tool." ACM SIGCSE Bulletin 41, no. 1 (2009): 401–2. http://dx.doi.org/10.1145/1539024.1509009.

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Barnett, Janet Heine, Jerry Lodder, and David Pengelley. "Teaching and Learning Mathematics From Primary Historical Sources." PRIMUS 26, no. 1 (2015): 1–18. http://dx.doi.org/10.1080/10511970.2015.1054010.

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Barnett, Janet Heine, Guram Bezhanishvili, Jerry Lodder, and David Pengelley. "Teaching Discrete Mathematics Entirely From Primary Historical Sources." PRIMUS 26, no. 7 (2016): 657–75. http://dx.doi.org/10.1080/10511970.2015.1128502.

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Abidin, Nur Fatah. "MODEL OF HISTORY TEACHING BASED ON THE USE OF PRIMARY HISTORICAL SOURCES." Jurnal Pendidikan 11, no. 1 (2020): 1. http://dx.doi.org/10.31258/jp.11.1.1-11.

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Analyzing primary historical sources become the biggest challenge for students in history class. This research aims to develop EAR learning instruction based on the elaboration of historical thinking and three cognitive processes of knowledge construction. The Elaboration Theory was adopted to calibrate those concepts into systematic learning instruction for analyzing the primary source in history class. The elaboration generates EAR learning instruction consisted of three stages namely Engagement, Anatomization, and Reconstruction. These stages represent systematic steps to sourcing, analyzing, and reconstructing historical narrative based on the analysis of the primary source. EAR learning instruction can provide implementable steps to examine primary historical sources in history class and support the improvement of students’ historical thinking by giving a simple path to analyze the primary historical sources. EAR is expected diminishing students’ barriers in facing complexity in analyzing the primary source in history class.
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Santucci, Steve. "Teaching WWI with Primary Sources." New Jersey Studies: An Interdisciplinary Journal 4, no. 2 (2018): 289. http://dx.doi.org/10.14713/njs.v4i2.145.

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As we approach the Centennial of the Great War's end, there are still significant milestones to commemorate. There are still many discussions to have about the War's long-term implications. A myriad of primary sources are available to help educators do this. In this edition of "Teaching NJ History," West Morris Mendham High School History Teacher Steve Santucci shares his thoughts. Mr. Santucci has presented on this topic at several NJ Historical Commission events over the past two years.
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Gruber, Gabriela. "Teaching issues of contemporary history using historical sources and modern teaching methods." MATEC Web of Conferences 121 (2017): 12008. http://dx.doi.org/10.1051/matecconf/201712112008.

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Matheny, Kathryn. "No Mere Culinary Curiosities: Using Historical Cookbooks in the Library Classroom." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 21, no. 2 (2020): 79. http://dx.doi.org/10.5860/rbm.21.2.79.

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Cookbooks are neglected as information sources and teaching tools in academic libraries, especially for undergraduate learners. Approachable but complex primary sources, they can be examined as a records of people’s food habits, as a window on the authors or their societies and cultures, or as texts with rhetorical aims involving more than just cooking and eating. This study surveys the literature on the use of cookbooks in scholarship and pedagogy, especially in the context of interdisciplinary food studies. It also explains their relevance for the library or archives classroom, both as potential research sources and as tools for teaching primary source literacy skills, and the common barriers to their collection and discovery. Finally, it outlines uses for and approaches to teaching with cookbooks and offers examples of the author’s experience doing so in a special collections setting.
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Kowalsky, Michelle. "Digitized historical content for teaching: library of congress primary sources training." Library Hi Tech News 37, no. 2 (2019): 10–13. http://dx.doi.org/10.1108/lhtn-10-2019-0077.

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Purpose This paper aims to teach educators a variety of ways to navigate the digital collections of the Library of Congress, which include primary source materials from the past which can be used to instruct students of all grade levels from elementary through college. Design/methodology/approach Workshops for preservice teachers, practicing teachers and their college-level and librarian counterparts focused on advanced searching skills and pedagogical structures which help students access primary sources and use them as evidence to draw conclusions about historical events in history. Findings Many of the Library of Congress’ holdings have been digitized, described and categorized for ease of access (subject, keyword and metadata descriptors) and for ease of rights management (copyright, ownership and permissions indicated for each digital object). Practical implications Digitized primary sources help students create deeper understandings of historical events and periods and allow for multiple perspectives on the same events, thus teaching students valuable skills in drawing conclusions based on primary and secondary information sources. Originality/value Online collections from the Library of Congress are free for use by teachers, students and the general public, and the Library of Congress Teaching with Primary Sources program makes available free training for teachers in how to use the materials, as well as provides lesson plans, project ideas and thematic units for use in K-12 schools and beyond.
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Žemgulienė, Aušra, and Aistė Babachinaitė. "ARGUMENTAVIMAS PRADINĖSE KLASĖSE DIRBANT SU ISTORINIAIS ŠALTINIAIS: 4 KLASĖS MOKINIŲ ARGUMENTAVIMO IR ŠALTINIO SUPRATIMO GEBĖJIMŲ KAITA [ARGUMENTATION IN PRIMARY CLASS WHILE WORKING WITH HISTORICAL SOURCES: THE DEVELOPMENT OF 4TH FORMERS’ ARGUMENTATION AND UNDERSTANDING HISTORICAL SOURCE ABILITIES]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 1 (2018): 27–46. http://dx.doi.org/10.48127/spvk-epmq/18.10.27.

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This research addresses the issue of development of argumentation and understanding historical sources abilities in 4th year classes. The theoretical section has revealed that the foreign studies propose to change educational system moving from the direct memorization, the knowledge reproduction to the knowledge interpretation, reasoning and using historical sources not only to obtain the necessary information, but to use it as evidence to create historical understanding. This approach is influenced by constructivism ideas, which encourage students to be active in the learning process. The basic idea is that history learning encourages students to think critically and defend their views by advancing sound arguments. When students is involved in argumentation process, they not only express their minds, but also they use language to improve their intellect and reasoning skills. We called argumentation as giving reliable arguments from historical sources to support statement. The aim of the research is to identify how argumentative skills changes while working with historical sources through well-planned educational activity. The following research methods have been employed: the educational and psychological literature analysis, the education program analysis and the questionnaire of the tasks (taking into account primary education curriculum in Lithuania) whose data have been investigated using the qualitative analysis methods. Organization of educational activities and repeated research on abilities. The conclusions show that 4th formers are sufficiently successful in giving statements and arguments to support statement while working with historical sources. They are insufficiently able to give sound arguments, because it requires to understand source’s reliability. The additional educational activities have slightly contributed the improvement of the 4th formers’ argumentative skills. They used the primary and secondary sources to construct a statement supported by the arguments and some evidence. Students have noticed that the arguments found in the primary sources are far more convincing and sounder than in the secondary sources. After this activity students are sufficiently successful in making a statement and giving arguments and reliable evidence to support statement. The research data have revealed that using historical sources in argumentation tasks developed not only argumentation (language subject), but also understanding historical source as evidence (history subject) abilities. Keywords: primary education, teaching argumentation, teaching history, working with historical source.
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Dissertations / Theses on the topic "Historical sources on teaching"

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Vella, Yosanne. "Supporting young children's learning with primary historical sources." Thesis, University of the West of England, Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249418.

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Watson, Kelvin Innes. "Managing historical primary and secondary sources : a study of the efficacy of a teaching handbook prepared for first-year Vista University students." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003553.

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This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.
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Katz, Doran A. "A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.

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<p> A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event. </p><p> A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust. </p><p> Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically.</p><p>
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Drinnon, Matthew Elliott. "The Perception of the Value of the Use of Primary Source Documents among East Tennessee Lakeway Area History Teachers in Grades 5-12." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1038.

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This study examines the perceptions of history and social studies teachers in the Lakeway Area of East Tennessee concerning the use of primary source materials in classroom instruction. The purpose of this study was to determine what value the educators in the intact group held for the use of primary source documents, how much time was devoted to the analysis of primary source documents by students in those classes, and potential barriers to the implementation of the use of primary source materials. The research design was descriptive and used data gathered from a survey instrument constructed by the researcher. A pilot test of the instrument was conducted, reliability coefficients were calculated, and the survey instrument was modified. The final survey consisted of 44 statements, a demographic section, and four open-response questions. A total of two hundred eighteen surveys were sent to eligible educators in Cocke, Grainger, Hamblen, Hawkins,and Jefferson counties. One hundred fourteen of the surveys were returned and were used for this study. Other variables studied were gender, job classification, years of experience, the amount of time reported using primary sources in class, past or current membership in the National Council for Social Studies, participation in professional development emphasizing primary source analysis, and the type of teaching certification held by the respondents. The findings include: The two greatest obstacles to the implementation of the use of primary source materials were lack of training or relevant experience and the perceived access to materials; comfort in using technology and ability level of students did not appear to be significant obstacle barriers; all categories of respondents held a positive opinion of the use of primary sources. A review of the responses to the open-response questions revealed that time could also have been an obstacle barrier to the implementation of the use of primary sources. It appears that the lack of training or relevant experience, the perceived access to materials, and perhaps time may be limiting factors in determining the amount of time educators in this area devote the primary source analysis.
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Medeiros, Gerson Ronaldo. "Produção de autobiografias por alunos do 6º ano do ensino fundamental como forma de refletir sobre trajetórias de vida e desenvolver noções do trabalho do historiador." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156455.

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Este trabalho apresenta pesquisa que busca, por meio da produção de autobiografias por alunos de sexto ano, possibilitar reflexões sobre trajetórias de vida, bem como desenvolver noções do trabalho do historiador, em especial o uso de fontes históricas. Para atingir este objetivo, promoveram-se encontros com os alunos nos quais se desenvolveu a caracterização das escritas de si, principalmente as autobiografias. Posteriormente o trabalho apresentou aos alunos informações sobre fontes históricas e buscou-se instrumentalizá-los para o uso de memórias, fotografias e relatos orais para a confecção de seus escritos. Autores como Gomes, Lejeune, Ricoeur, Freud, Selligmann-Silva, entre outros, foram essenciais para orientar e analisar as produções feitas. No relato destas vidas, imaginava-se o encontro de recordações traumáticas, em um número elevado, o que não se concretizou quando se iniciou a leitura das produções. A riqueza de situações apresentadas pelos trabalhos justifica o uso das autobiografias para percepção de trajetórias de vida e para o ensino de fontes históricas.<br>The present work introduces research that aims, using the production of autobiographies by students of the sixth year, to enable reflections on trajectory of lives, as well as develop notions of the work of the historian, specially the usage of historical sources. To reach this objective, meetings with the students were promoted in which the characterization of the self writings were developed, mainly the autobiographies. Then the work presented to the students information about historical sources and, aimed to give them instruments to the usage of memories, photography, and oral reports to the making of their writings. Authors such as Gomes, Lejeune, Ricoeur, Freud, Selligmann-Silva and others were essential to guide and analyze the productions that were made. In the report of these lives, it was thought to find many traumatic memories, which was not confirmed once the reading of the productions began. The richness of situations presented by the works justifies the usage of autobiographies to realize the trajectory of life and to the teaching of historical sources.
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Gandolfi, Haira Emanuela 1987. "A natureza da química em fontes históricas do Brasil colonial (1748-1855) : contribuições da história da exploração mineral para o ensino de química." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254007.

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Orientador: Silvia Fernanda de Mendonça Figueirôa<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-27T07:23:20Z (GMT). No. of bitstreams: 1 Gandolfi_HairaEmanuela_M.pdf: 2906092 bytes, checksum: 291cbe98bc5eb359c2e1637177e18534 (MD5) Previous issue date: 2015<br>Resumo: Em virtude do desafio atual de tornar o Ensino de Ciências interessante, abrangente e formador de cidadãos críticos, a presente investigação busca realizar uma reflexão a respeito da inserção da História e da Filosofia da Ciência (HFC) em atividades de Ensino de Química. Pretende-se discutir, a partir do ponto de vista do ensino da Natureza da Ciência (NOS), as potencialidades do estudo da História e da Filosofia da Ciência para o Ensino de Química, essencialmente relevantes para a elucidação de como se dá a gênese e o desenvolvimento dos conhecimentos e das práticas químicas. Com o objetivo de divulgar as possibilidades do trabalho, em sala de aula, com aspectos da Natureza da Química, essa investigação explorou, a partir de uma Pesquisa Histórica, e analisou, dentro do referencial do Ensino de Ciências e da HFC, diferentes fontes históricas primárias, produzidas no contexto da exploração mineral no período colonial brasileiro. Buscou-se apresentar e estimular a leitura, interpretação e análise de textos histórico-científicos, sob a luz da HFC e da NOS, visando um maior contato de professores e estudantes com aspectos e características do mundo científico e das práticas e conhecimentos químicos em um contexto brasileiro, através do estudo de uma das mais importantes atividades de exploração natural desenvolvida ao longo da História do Brasil<br>Abstract: Due to the present challenge to transform Science Education into an interesting, comprehensive and capable of forming critical citizens process, this research aims to reflect about the insertion of History and Philosophy of Science (HPS) into Chemistry Teaching activities. The intention here is to discuss, from the teaching of the Nature of Science (NOS) perspective, the potential of History and Philosophy of Science for Chemistry Teaching, as these topics are essentially relevant to the elucidation of the genesis and the development of knowledge and practices related to Chemistry. In order to disseminate the possibilities of classroom practices related to the Nature of Chemistry, this research explored, by undertaking a Historical Research, and analyzed, within the framework of Science Teaching and HPS, several primary historical sources, produced in the context of mineral exploitation during the Brazilian colonial period. The objective here was to introduce and encourage reading, interpretation and analysis of historical-scientific texts, under the light of the HPS and the NOS, looking forward to approximate teachers and students to aspects and features of the scientific world and of chemical practices and knowledge in a Brazilian context, through the study of one of the most important natural exploitation activities developed throughout the Brazilian History<br>Mestrado<br>Ensino de Ciencias e Matematica<br>Mestra em Ensino de Ciências e Matemática
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Johansson, Patrik. "Att tolka spåren från det förflutna : Innebörder, lärande och meningsskapande av historisk källtolkning i gymnasiet." Licentiate thesis, Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107297.

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This licentiate thesis explores the activity of historical reasoning in terms of primary source analysis among upper secondary school students. The thesis is a compilation of two scientific articles in history didactics. Two Learning studies, a theory-informed and interventionistic research methodology, were organised to explore historical reasoning. Three research questions are ad- dressed: (1) what does it mean to be able to analyse historical primary sources, (2) what is critical to discern when learning primary source analysis, and (3) what is characteristic for the processes of learning and meaning- making when students work with source analysis assignments? The first article uses phenomenography to explore fifteen students’ perceptions of a historical primary source and the difficulties they face when examining the source. Data was collected through a series of group interviews where stu- dents were asked to respond to a historical letter. The analysis resulted in four qualitatively different categories of perceptions of the source and three critical aspects that emerged between the categories. It is suggested that it is critical to (1) discern and separate the historical perspective, (2) to discern and separate the perspective of the historical actor and (3) to discern and separate the subtext of the source in relation to the historical context. The second article uses a form of content focused conversation analysis to ex- plore the processes of learning and attributing meaning when students work with primary sources. Data was collected through audio recordings of stu- dents’ collaborative work on two assignments. The main results are descrip- tions of the students’ learning and meaning making processes. For instance, when students discern and separate the historical perspective and historical actors’ perspectives. An interesting finding was a strategy used by students to take on the roles of hypothetical historical agents. It is suggested that cer- tain aspects of school culture might inhibit students’ learning of primary source analysis and that students’ life-world perspective is vital in creating meaning. Finally, historical reasoning is discussed in relation to the concept of historical consciousness and it is argued that historical reasoning should include the perspectives of deconstruction, subjectivity and interpretation to better comply with history teaching.
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Muller, Felipe, and Federico Bermejo. "The Historical and Lived Sources of Collective Memory." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101565.

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The aim of the present paper is to study the role that lived and historical memories havein the conformation of collective memory through the participant’s appraisals in the recent past of Argentina. These memories operate as sources that nurture collective memory. Lived memories are related to live experiences, while historical memories are related to indirect sources that inform about the past. 60 participants, divided in two groups (above and below 46 years of age) appraised the present and recent past, based on lived and historical memories. Results show that lived or autobiographical and historical memories contribute differently to collective memory.<br>Se estudia el rol que desempeñan los recuerdos vividos e históricos en la memoria colectiva por medio de la valoración del pasado reciente argentino. Estos recuerdos operan como fuentes que nutren a la memoria colectiva. Los recuerdos vividos están vinculados a la experiencia directa, mientras que los recuerdos históricos a las fuentes indirectas que informan sobre el pasado. 60 participantes, divididos en dos grupos (mayores y menores de 46 años), realizaron valoraciones sobre el presente y el pasado reciente, en base a recuerdos vividos y en recuerdos históricos. Los resultados muestran que los recuerdos vividos o autobiográficos tienen una incidencia distinta en las valoraciones que los recuerdos históricos.
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Salvatore, John Pamment. "Roman Republican castrametation : a reappraisal of historical and archaeological sources /." [Oxford] : Tempus reparatum, 1996. http://catalogue.bnf.fr/ark:/12148/cb36690477s.

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Saenger, Karen Anne. "Selected problems in teaching for historical understanding." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0022/MQ51464.pdf.

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Books on the topic "Historical sources on teaching"

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A, Takács Sarolta, ed. Understanding Byzantium: Studies in Byzantine historical sources. Ashgate/Variorum, 2003.

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Green, Deborah. Primary sources and historical analysis: A social studies unit for high ability learners, grades 9-10. Kendall/Hunt Pub., 2006.

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Patristic sources and Catholic social teaching: A forgotton dimension ; a textual, historical, and rhetorical analysis of patristic source citations in the church's social documents. Peeters, 2008.

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L, Tripp Linda, ed. Gateways to westward expansion: Using literature and primary sources to enhance reading instruction and historical understanding. Libraries Unlimited/Teacher Ideas Press, 2009.

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Busher, Hugh. Working with historical documents: War 1914-18 : a student study guide to complement "Appianway software : history 1914-18". Ludoe, 1993.

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Jesus and his works: The Johannine sayings in historical perspective. J.C.B. Mohr (Paul Siebeck) Tübingen, 1996.

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Rethinking Michigan Indian history. Michigan State University Press, 2005.

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Project, Emma Goldman Papers. Selected documents from "The life and times of Emma Goldman": A curriculum for middle and high school students : primary historical documents on immigration, freedom of expression, women's rights, anti-militarism, art and literature of social change. Emma Goldman Papers, University of California at Berkeley, 1992.

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Coffey, Simon, ed. The History of Grammar in Foreign Language Teaching. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616.

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Taking a broadly chronological approach, this volume of original essays traces the origins of the concept of ‘grammar’. In doing so, it charts the social, moral and cultural factors that have shaped the development of grammar from Antiquity, via the Middle Ages, Renaissance and Modern Europe, to current education systems and language learning pedagogy. The chapters examine key turning points in the history of language teaching epistemology, focusing on grammar for language teaching across different European cultural contexts. Bringing together leading scholars of classical and modern languages education, The History of Grammar in Foreign Language Teaching offers the first single-source reference on the evolving concept of grammar across cultural and linguistic borders in Western language education. It therefore represents a valuable resource for teachers, teacher-educators and course designers, as well as students and scholars of historical linguistics, and of second and foreign language education.
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Historic Cherry Hill (Museum : Albany, N.Y.), ed. Kittie Putman and the Cherry Hill household, 1860-1884: A teaching unit for the study of an American family. Historic Cherry Hill, 2000.

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Book chapters on the topic "Historical sources on teaching"

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Cooper, Hilary. "Historical sources." In History 5–11. Routledge, 2017. http://dx.doi.org/10.4324/9781315194875-3.

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Murphy, Anne. "Historical Sources (Sikhism)." In Encyclopedia of Indian Religions. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0846-1_493.

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Pinsent, Pat. "Historical Studies." In Teaching Children's Fiction. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_2.

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Fet, Yakov I. "Teaching historical truth." In TelE-Learning. Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35615-0_8.

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Baines, Dudley. "Sources of Historical Information." In Emigration from Europe 1815–1930. Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-11404-7_2.

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Bell, Mike. "Sources of evidence." In The Fundamentals of Teaching. Routledge, 2020. http://dx.doi.org/10.4324/9780429342318-4.

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Dörnyei, Zoltán, and Ema Ushioda. "Sources and Resources." In Teaching and Researching Motivation, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781351006743-15.

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Goldberg, Tsafrir, and Geerte M. Savenije. "Teaching Controversial Historical Issues." In The Wiley International Handbook of History Teaching and Learning. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch19.

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Justi, Rosária S. "Teaching with Historical Models." In Developing Models in Science Education. Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0876-1_11.

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Kibbee, Douglas A. "Sources négligées dans l’histoire du vocabulaire." In Historical Linguistics 1987. John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/cilt.66.17kib.

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Conference papers on the topic "Historical sources on teaching"

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Pivkina, Inna, Desh Ranjan, and Jerry Lodder. "Historical sources as a teaching tool." In the 40th ACM technical symposium. ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1509009.

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November, Nancy. "Teaching Music Historical Literacy Using Video Clips." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9395.

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Four professionally-created, student-presented, three- to five-minute videos were integrated into two undergraduate music history courses at the University of Auckland, to support the development of key historical literacy skills. These include crucial skills and understandings that music students need to master in their first two years: identifying different kinds of music scores; understanding the difference between primary and secondary sources for music historical topics; finding one’s way around critical, “complete works” editions of music; and finding and assessing music-related literature on the Internet. The intervention led to marked improvements in student learning in each of the four areas.
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Ivanova, N., and E. Bryukhanova. "Digitaleducation – new challenges or what to teach historians?" In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1844.978-5-317-06529-4/427-433.

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The purpose of the publication is to demonstrate the experience of introducing (within the discipline of “source studies”) teaching technologies for working with digital data (electronic copies of historical sources, electronic NSA, historical information systems) using the example of one massive statistical source – the First General Census of the Russian Empire in 1897 as well as mastering database technologies.
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Érsek, Attila. "Történelmi forrásokhoz kapcsolódó kritikai gondolkodásfejlesztés tapasztalatai." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.179.

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Az előadás egy átfogó kutatási téma eredményeinek megosztására irányul (Érsek, 2019). Olyan neveléstudományi témában kerestem módszertani megoldást, amely szorosan kapcsolódik a kritikai gondolkodás fejlesztéséhez elektronikus tanulási környezetben. A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek mérési, fejlesztési területeire koncentráltam. A történelemtanítás kutatásának nemzetközi dimenziójában az egyik megközelítés szerint a kritikai gondolkodás fejlesztésének és a forráselemzésnek kell a történelemtanítás középpontjában állnia (Jancsák, 2019). A feladat és a fogalmi keret összetettsége miatt kevés a sikeresnek tekinthető empirikus vizsgálat a kritikai gondolkodás terén. Magyarországon elindult a fogalom pedagógiai értelmezése (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), az angolszász pedagógia fókuszában a fogalmi tisztázás és a kritikai gondolkodás szerkezeti elemeinek feltárása, összegzése áll (Elder – Paul, 2006.; Lai, 2011). Kutatásom során megalkottam a történelem témakörben alkalmazható kritikai gondolkodás taxonómiát, amelyet pontosítottam Anderson-Krathwohl (2001) tanulási célkitűzések modelljének segítségével. A történelemtanárok gondolkodását és nézeteit feltártam strukturálatlan kognitív térkép módszerével, támogatott felidézéssel. Szakértői mintavétel történt. Az oktatástervezési megközelítések közül (Ollé, 2015. p. 86.) a jelen kutatás fejlesztése oktatástanulás szempontjából építette fel a tanköri modulokat, azaz a kognitív folyamatok fejlesztésére koncentrált. A pedagógiai kísérlet terepe a Neo LMS alkalmazás lett, ami e-learning keretrendszer, tananyagtartalom szervező rendszer (LCMS). Általam fejlesztett 2 hetes tanórán kívüli anyagot osztottam meg, tutorként támogattam a diákok tanulási folyamatait. A kutatás eljárásrendjét (eszközök, módszerek), megbízhatósági mutatóit ismertetem az előadás során. A 11-12. évfolyamos gimnazistáknál csoportos valószínűségi mintavételt alkalmaztam, kiegészítettem a hólabda mintavételi eljárással (összesen 330 fő). Kutatási kérdés volt: Milyen módon mérhető a történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítménye elektronikus tanulási környezetben? A kutatás hipotézisei közül egyet emelek ki (egymintás t-próbát alkalmaztam ennél): A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek tanulói teljesítményét lényegesen befolyásolja a Neo LMS fejlesztő anyagainak megismerése. Az önkontrollos csoport esetében ez bizonyítást nyert. Bízom benne, hogy a tanulók kritikai gondolkodásának kognitív elemeit és a digitális kompetenciát fejlesztő módszertani megoldásom hozzájárul a pedagógiai kultúraváltáshoz. A bemutatásra kerülő pedagógiai kísérlet a tanulók egyéni fejlesztésérére koncentrál, egy jó példája a SAMR modell (Puentedura, 2006) felső szintjének, alkalmazásával hatékonnyá tehető a különböző történelmi források feldolgozása, miközben az IKT által nyújtott lehetőségek is megvalósulnak. ----- A report on developing critical thinking connected to historical sources ----- The goal of the presentation is to share the results of a comprehensive research topic (Érsek, 2019). I attempted to find a skill developing methodological solution in the field of pedagogy that is closely connected to the development of critical thinking in an e-learning environment. The focus is on assessing and developing the cognitive elements of critical thinking embedded in historical teaching materials. One approach to the research on History teaching at an international level states that developing critical thinking and source analysis are the main tasks of History instruction (Jancsák, 2019). Owing to the complexity of the task and the complex conceptual framework, there has been only a few empirical studies in the field of critical thinking that can be regarded as successful. The pedagogical interpretation of the concept has begun in Hungary (Molnár L., 2002.; Tóth, 2007.; Kovács, 2009.; Fábián, 2014.), and the Anglo-Saxon pedagogy focuses on conceptual clarification and on the exploration and summarization of the structural elements of critical thinking (Elder – Paul, 2006.; Lai, 2011). Based on my research, I created a critical thinking taxonomy which can be applied within the context of History, and I further refined it by using Anderson-Krathwohl’s (2001) model of learning objectives. I explored the beliefs and attitudes of History teachers by using a non-structured cognitive map and stimulated recall with questions. The sample procedure was expert sampling. From the educational planning approaches (Ollé, 2015. p. 86.), the development of the present research created the modules of the course from the education-learning perspective, which means that it focused on the development of cognitive processes. The present pedagogical experiment was executed within the Neo LMS application, which is an e-learning platform and a learning content management system (LCMS). I created and shared a two-week skill developing material, which was not part of class activities, with the students, and I assisted their learning processes as a tutor. In this presentation, I outline the research protocol (tools, methods) and reliability indices of the research. I applied probability cluster sampling in the case of eleventh- and twelfth-graders, and additionally used snowball sampling (altogether 330 participants). The research questions were the following: How can the students’ performance be assessed related to the cognitive elements of critical thinking embedded in historical teaching materials in an elearning environment? I highlight one of the research hypotheses (one-sample t-test was used in this case): Students’ performance related to the cognitive aspects of critical thinking embedded in historical teaching materials is significantly influenced by becoming familiar with the Neo LMS skill developing materials. In the case of the single-case experiment group, this hypothesis was confirmed. I hope that my methodological solution that develops the cognitive elements of students’ thinking and their digital competence will contribute to the transition in pedagogical approach. The presented research in the field of pedagogy focuses on the individual development of students, which is a good example of the highest level of the SAMR model (Puentedura, 2006), and by applying this, the interpretation of different historical sources can be more effective and the opportunities offered by the ICT environment are also incorporated.
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Méndez Rodríguez, Luis, and Rocío Plaza Orellana. "Teaching photography in the 21st century: old problems and new needs. Field study in the area of Art History: sources, methodologies and digital culture. Enseñando fotografía: viejos problemas y nuevas necesidades. Estudio de campo en Historia del Arte." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6760.

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Teaching photography in the 21st century: old problems and new needs. Field study in the area of Art History: sources, methodologies and digital culture. Enseñando fotografía en el siglo XX: viejos problemas y nuevas necesidades. Estudio de campo en el área de Historia del Arte. Fuentes, metodologías y cultura digital. Luis Méndez Rodríguez. Universidad de Sevilla. Rocío Plaza Orellana. Universidad de Sevilla. Palabras clave: Fotografía, historia del arte, enseñanza, innovación docente, tecnología. Photography, art history, teaching, innovation, technology. Este trabajo analiza la enseñanza de la fotografía en los estudios de Historia del Arte, partiendo del origen de esta asignatura en los programas de licenciatura, y haciendo un balance sobre el proceso de adaptación a los nuevos grados y másteres que se han desarrollado con la reforma de la enseñanza universitaria de los últimos años, analizando su transformación y/o desaparición. Se plantea asimismo una reflexión sobre cómo ha ido cambiando epistemológicamente esta enseñanza, realizando un recorrido por la evolución de esta materia en los estudios universitarios, prestando especial atención al uso tradicional de esta disciplina y a las semejanzas y diferencias que se han generado en el contexto de los estudios europeos de Historia del Arte, trazando una correlación y análisis comparado con otros países. Asimismo, partiendo de nuestra experiencia como profesores e investigadores en asignaturas de fotografía y arte contemporáneo de los grados de Historia del Arte y de Bellas Artes, se señalan los principales problemas derivados del modelo de enseñanza tradicional y de las nuevas necesidades que Bolonia precisa. En este sentido, se desarrolla un trabajo de campo, tanto para analizar su protagonismo o en su defecto su carencia en los estudios artísticos, así como de las innovaciones docentes que se han desarrollado en estas materias. Por último, se reflexiona sobre el uso de la fotografía como fuente para la Historia del Arte, las metodologías docentes para su enseñanza y los retos que impone la cultura digital en la que se desarrolla su investigación, docencia, conservación y gestión.
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Shiflet, Angela B. "A historical perspective for teaching." In the eighteenth SIGCSE technical symposium. ACM Press, 1987. http://dx.doi.org/10.1145/31820.31797.

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Aiyer, Sriraj Janakiram. "Identifying Historical Primary Sources in Social Media for Reliable Historical Reconstruction." In CHI '18: CHI Conference on Human Factors in Computing Systems. ACM, 2018. http://dx.doi.org/10.1145/3170427.3180283.

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Beall, James H. "Astrophysical Jets: an updated, historical review." In Multifrequency Behaviour of High Energy Cosmic Sources - XIII. Sissa Medialab, 2020. http://dx.doi.org/10.22323/1.362.0060.

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Mills, Tim, and Ken Moody. "Wide-area information access to multimedia historical sources." In the 7th workshop. ACM Press, 1996. http://dx.doi.org/10.1145/504450.504462.

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"The Historical Development of Modern English Teaching." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71116.

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Reports on the topic "Historical sources on teaching"

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Clague, J. J. Earthquake sources and historical seismicity. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1996. http://dx.doi.org/10.4095/213908.

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L��pez Fern��ndez, Jorge M., and Omar A. Hern��ndez Rodr��guez. Teaching the Fundamental Theorem of Calculus: A Historical Reflection. The MAA Mathematical Sciences Digital Library, 2012. http://dx.doi.org/10.4169/loci003803.

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Knoll, Louise. Historical development and application of the conceptual approach in teaching. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2847.

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Klyve, Dominic, Lee Stemkoski, and Erik Tou. Teaching and Research with Original Sources from the Euler Archive. The MAA Mathematical Sciences Digital Library, 2011. http://dx.doi.org/10.4169/loci003672.

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Abramitzky, Ran, Roy Mill, and Santiago Pérez. Linking Individuals Across Historical Sources: a Fully Automated Approach. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24324.

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Tanaka, Kurtis, Daniel Abosso, Krystal Appiah, et al. Teaching with Primary Sources: Looking at the Support Needs of Instructors. Ithaka S+R, 2021. http://dx.doi.org/10.18665/sr.314912.

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Barnett, Janet, Guram Bezhanishvili, Hing Leung, et al. Primary Historical Sources in the Classroom: Discrete Mathematics and Computer Science. The MAA Mathematical Sciences Digital Library, 2013. http://dx.doi.org/10.4169/loci003984.

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Fissel, D., R. Birch, and J. Marko. Mapping near bottom ocean temperatures in selected portions of the Canadian Beaufort Sea from historical data sources. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1993. http://dx.doi.org/10.4095/183929.

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Nociolini Rebechi, Claudi. Os ensinamentos de relações públicas promovidos no contexto da racionalização do trabalho: uma perspectiva histórica brasileira / The public relations teaching promoted in the context of the rationalization of work: a Brazilian historical perspective. Revista Internacional de Relaciones Públicas, 2018. http://dx.doi.org/10.5783/rirp-15-2018-03-23-42.

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Khomenko, Tetiana. TIME AND SPACE OF HISTORICAL PARALLELS OF EUGEN SVERSTIUK’S JOURNALISM. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11095.

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The article is dedicated to the investigation of time-space measurements of journalistic works of Eugen Sverstiuk, a well-known Ukrainian journalist. In particular, the time-space continuum of his works is being discussed, which is characterized as comprehensive, continuous, filled with archetypical images which metaphorize the text, but at the same time structure it, and are beaded on the axis of time and documentarily located in the space. The logics of images initiated in the text is exaggerated by constant dwelling of the author in the time-space dimensions of the epoque, of which he was a contemporary, as well as precise knowledge of World and Ukrainian history and culture. Historical parallelism of journalism of E. Sverstiuk possesses double potential. On the one hand, the author provides arguments for confirmation of his own opinion, and on the other, he shows us historical collisions in the new aspect, which helps consider the past, better understand the present, and think of the future. Pages of his works is space for author’s considerations, which logics impresses by free transgression of the author in the time, and his ability to grasp the most essential, although sometimes precedent, sometimes sudden and forgotten, or even unknown historical facts in order to force them to resonate in the new historical realities, first of all to indicate the importance of national and the need for assigning to it more significance. Using retrospectives, E. Sverstiuk encourages us to return to the national sources and to seek in ourselves the reflections of nationality in order to return historical truth to our audience. This is what, according to E. Sverstiuk, was believed to be one of the most necessary conditions of existence to the independent state. Time-space continuum of E. Sverstiuk’s journalism is reproduction of comprehensive history as continuous process of the development of humanity, and of formation of comprehensive, total, and so to say epic reading and understanding of these processes via accentuation of reader’s attention on key events, phenomena, and facts.
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