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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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Žemgulienė, Aušra, and Nijolia Balcevič. "Development of Historical Literacy: 3rd–4th Formers’ Abilities to Understand a Historical Source." Pedagogika 123, no. 3 (2016): 86–103. http://dx.doi.org/10.15823/p.2016.35.
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The article analyses the problem of development of historical literacy in primary classes. Following the foreign theory and research, the article analyses which abilities to understand a historical source should be developed in primary forms. It is also discussed, which requirements for abilities to investigate and understand a historical source are imposed on primary learners in foreign countries (Cooper, 1995; 2006; 2012; Chapman, 2011; Lee, Ashby, 1995; Lee, 2005; Levstik 1993; Perikleous, Shemilt, 2011; Petri, 2014; Seixas 1996; 2006; Van Drie, Van Boxtel, 2007; Wineburg, 2010). The theoretical analysis allowed to notice that foreign researchers call for a transition from direct memorisation of information and data towards the development of an in-depth historical awareness among learners. In these times of information and rapid changes learning of history is expected to enable learners to think in an abstract manner freely using generalised secondary concepts such as changes, meaning, evidences, causes, empathy, etc. The research also discusses the specifics of integrated history teaching in the primary curriculum in Lithuania.
 The goal of the research: to identify what abilities of historical literacy are demonstrated by 3rd – 4th formers while working with historical sources. The objectives of the research: to analyse didactic approaches of historical literacy teaching primary learners to investigate and understand historical sources; to conduct research on 3rd–4th formers’ abilities to understand historical sources; to organise targeted educational activities for 4th formers and to identify changes in understanding of a historical source. The following research methods were used: analysis of scholarly literature on development of primary learners’ historical literacy; questionnaires of paper-and-pen assignments and quantitative and qualitative analysis of the obtained data; organisation of educational activities and repeated research on abilities. Considering the propositions of the foreign scientific theory and the specifics of the Lithuanian general curriculum of primary education, a 6 level matrix for data collection and processing was used for the analysis of the data.
 The conclusions of the research show that 3rd–4th formers are sufficiently successful in finding facts and data in direct and obviously presented historical information. They are insufficiently able to differentiate between the source information as a testimony of the context and a source as reliability of the evidence; to find information indirectly expressed in a source and to provide it as evidence describing the context of that time. Additional educational activities have slightly contributed to improvement of the 4th formers’ abilities to understand a historical source. They have approached a primary source as reliable evidence, have started applying the essential concepts related to understanding of a source, such as a primary source, an authentic letter because it is written in person. The research revealed that primary learners could achieve higher results if the aforesaid abilities were developed in a systematic way applying activities of active content creation and discovery.
 The research data revealed a number of contradictory moments. Firstly, the research disclosed gaps in learners’ reasoning skills. Despite the learners’ abilities to successfully find direct information in the source, a number of them are able to identify indirect information as well, their reasoning process as if “has got stuck” between differentiation of information as a testimony and reliable evidence. Secondly, the research results encouraged considerations about the issues related to content and quality of education. This is linked with specifics of primary education and integrated teaching of history themes during lessons of Surrounding World Learning. The curriculum does not provide for a precise definition of abilities to understand a historical source as learning outcomes and, thus, their development is not appropriate.
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Marsenić, Miloš, and Saša Stanojević. "Digital resources in history teaching with reference to the European project Europeana." Зборник радова Филозофског факултета у Приштини 50, no. 4 (2020): 185–96. http://dx.doi.org/10.5937/zrffp50-28944.
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The development of new technologies and the information society has accelerated changes in everyday life and modern teaching. Information and communication technologies (ICT) better motivate students to learn. In order to better preserve historical sources, they are digitized and thus protected, hence researchers can access the source faster and at a less cost. The possibilities of using the Internet in teaching are vast. It is necessary for schools to have computers, as well as for teachers and students to be motivated to use new electronic sources. Many websites have original historical material, from written and printed sources to audio-visual ones. We can call all this material digital resources (materials, sources, electronic historical sources). Teachers need to create engaging and imaginative teaching materials. However, a critical approach and caution in working with materials from the internet is essential. It is the teacher's responsibility to recommend verified sites and documents. Much of the material on the Internet has been posted with the conscious intention of spreading inaccurate data. The possibilities of ICT are great in history studies, as well. It is possible to modernize teaching at all levels of studies, but the financial capabilities of schools do not allow the possibility of keeping up with those innovations. One of the web portals that can be used for teaching purposes with its digitized content is Europeana. It is a database of the cultural and historical heritage of Europe, through which it is possible to search the digitized material of institutions. The Europeana portal is a broad project that provides free access to tens of millions of digital units. One of the most important collections within this portal is dedicated to the First World War and is called Europeana 1914-1918.
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Schumm, Walter R. "Relative Proportion of Ethical Teaching versus Historical Events concerning Jesus in Early Islamic and Christian Historical Documents." Psychological Reports 94, no. 3 (2004): 894–96. http://dx.doi.org/10.2466/pr0.94.3.894-896.
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The relative proportion of reports of events in the life of Jesus versus reports of his teachings are compared across the Qur'an and a sample of the New Testament (Luke 2–21). A much larger number of teachings (74) appear to be mentioned in the New Testament; at the same time, there are more teachings than events (52) reported, while the opposite is true (15 events, 3 teachings) in the Qur'an. The difference is significant statistically ( p < .002). More research is needed to assess the sources of such differences.
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Zdanovich, E. F. "E. E. ZAMYSLOVSKY AND ST. PETERSBURG’S HISTORICAL SCHOOL." Bulletin of Kemerovo State University, no. 4 (November 26, 2016): 40–45. http://dx.doi.org/10.21603/2078-8975-2016-4-40-45.
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The article analyzes the creative biography of E. E. Zamyslovsky, his main research directions (the history of Russia of the XVIIth century and historical geography) are defined. The article features interesting and insufficiently explored directions of his scientific research and teaching. The article introduces us to E. E. Zamyslovsky’s methods and techniques of work with a historical source. In particular, the emphasis is put on profound knowledge of the historical sources on the subject of the research a historian should possess. Special attention is given to identifying of E. E. Zamyslovsky’s place in the range of the largest Russian historians, the representatives of St. Petersburg’s historical school.
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Tokhtieva, Larisa N., and Elena K. Mineeva. "PROFESSIONAL ACTIVITY OF THE TEACHING COMMUNITY OF CHUVASHIA (1917–1941): HISTORIOGRAPHIC ASPECT." Historical Search 1, no. 4 (2020): 148–60. http://dx.doi.org/10.47026/2712-9454-2020-1-4-148-160.
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The paper analyzes the sources, first introduced into the scientific circulation, extracted from the State Archive of the Russian Federation and five regional archives: the National Archive of the Republic of Tatarstan, the State Archive of the Mari El Republic, the State Historical Archive of the Chuvash Republic, the State Archive of Modern History of the Chuvash Republic, the State Press Archive of the Chuvash Republic as well as from the current archives of general education organizations. The article presents a review of materials extracted from the Chuvash National, Poretsky historical and local history, school museums, the Museum of Public Education of the Chuvash Republic. Published sources are characterized in detail: normative legal acts, government and party resolutions, departmental materials, collections of documents, works of state and public figures, statistics, memoirs, reference materials, periodicals. According to the authors, it is essential to examine existing sources in a complex, comparing and contrasting them, with a view to identify the extent of their reliability. Multiplicity and diversity in the form and content of the presented historical sources create conditions for concretization, analysis, comparison, systematization and synthesis of all the collected information for deeper studying various aspects of evolvement and development of the Soviet school in Chuvashia in 1917–1941.
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Spock, Jennifer B. "Four Birds, One Stone: Teaching History, Teaching Ivan the Terrible, Teaching Ivan the Terrible, Teaching Muscovy." Russian History 47, no. 1-2 (2020): 114–24. http://dx.doi.org/10.30965/18763316-04701010.
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The art of analyzing a book for the purpose of historical inquiry is an art often not addressed until graduate school, and even then, its process is often assumed by the instructor. “Four Birds, One Stone” presents goals and options for utilizing Charles Halperin’s Ivan the Terrible in the undergraduate and graduate classroom in order to teach students how to understand an author’s methodology, how to identify source types and their uses, how to evaluate an author’s argumentation, and how to recognize the organization of material, in addition to guiding students through the book’s historical content. The article provides major arguments and themes presented in Ivan the Terrible, and also suggests ways that chapters can be utilized to help students grapple with content relating to the tsar and to Muscovy. Halperin’s book supplies opportunities to introduce students to problems of historiography and other elements of historical interpretation, and this article calls attention to some of those topics. This article aims to provide instructors with ideas not only for exploring the use of Halperin’s book for instruction at both undergraduate and graduate levels, but to also consider how to better enable student engagement with the text of any secondary source.
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Richards, K. Andrew R., and Victoria N. Shiver. "“What’s Worth Doing?”: A Qualitative Historical Analysis of the TPSR Model." Journal of Teaching in Physical Education 39, no. 3 (2020): 300–310. http://dx.doi.org/10.1123/jtpe.2019-0215.
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Purpose: The authors sought to trace the development of the teaching personal and social responsibility (TPSR) model from its initial conception by Don Hellison as a humanistic approach to teaching physical education to the current version of the model through qualitative historiography. Methods: Data sources included: (a) books written by Don, (b) sources that discussed the evolution of the model, and (c) supplemental texts that are important to the TPSR literature. Results: The authors identified four phases of TPSR model development: (a) setting the stage for a humanistic approach through practical inquiry, (b) moving beyond balls and bats to developing a model focused on the affective domain, (c) further defining humanistic goals and teaching strategies, and (d) continuous tinkering in the context of a living model. Discussion/Conclusions: Lessons learned about the model are discussed in relation to practical inquiry, and recommendations are made related to the future of the TPSR model.
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Waring, Scott M., Carol LaVallee, and Tammara Purdin. "The power of agentic women and SOURCES." Social Studies Research and Practice 13, no. 2 (2018): 270–78. http://dx.doi.org/10.1108/ssrp-01-2018-0005.
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Purpose The purpose of this paper is to outline the SOURCES framework for teaching with primary sources and document why it is imperative that students utilize a variety of sources, as they become aware of the power of history and become more proficient at discussing, expressing, and persuasively defending opinions about various issues and topics from history. The focus of the inquiry investigations outlined is on the agentic power of women throughout the American history. Design/methodology/approach To initiate and cultivate historical thinking practices and working with primary sources with students at various levels of expertise, it is important to properly scaffold the learning process and allow opportunities for students to successfully build historical thinking skills. The lessons shared will demonstrate how teachers can enable students to interact with children’s literature, other resources, and to examine primary and secondary sources to think critically and historically. Findings Through the use of the SOURCES Framework, students are given the opportunity to learn about historical agents in an authentic manner and can find ways to serve as their own agents of change. Social implications Students need to understand that civic participation is a necessity of our American democracy and that women from the past and today have been and are continuing to encourage the legacy of civic participation. These women deserve to be heard and should be learned about in our social studies classroom today. Framing an inquiry about the agentic powers of women, using the SOURCES Framework, will encourage authentic inquiry, corroboration with different sources before making assertions, and the construction of evidence-based narratives. Ultimately, this will also inspire students to be their own advocates in their world around them and become active members in our greater society. Originality/value This is an original piece that documents how students can think historically, utilize sources, and think about their own agentic abilities. The SOURCES Framework has been utilized in a variety of ways and has been tested in grades K-16.
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Moroz, P., and I. Moroz. "Analysis of the state using of historical sources in teaching history in high school." Ukrainian Educational Journal, no. 4 (2019): 142–53. http://dx.doi.org/10.32405/2411-1317-2019-4-142-153.
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Burton, Vernon, Robert Blomeyer, Atsushi Fukada, and Steven J. White. "Historical Research Techniques: Teaching with Database Exercises on the Microcomputer." Social Science History 11, no. 4 (1987): 433–48. http://dx.doi.org/10.1017/s0145553200015947.
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Critical analysis is the basis of the liberal arts education, and computer analysis is so much a part of contemporary society that liberal arts majors need to learn to assess the veracity of computer-derived information just as they do the sources for a historical monograph. It is increasingly clear that humanists should acquire basic understandings of the use of the computer. Jobs for traditionally trained liberal arts majors are scarce, and computer skills will make history graduates more competitive in the job market. We are not necessarily suggesting that all historians understand “computerese,” or the way some computer users talk to one another. What is important for the historian, or for any humanistic scholar for that matter, is the ability to understand the algorithm, or in the language of the humanist, the logic of how a computer program operates to produce output. This is also essential if scholars in the humanities are to be able to understand and evaluate the new social science research.
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Colby, Sherri. "Experiencing historical empathy's humanizing lenses: adolescents' interpretative flights." Social Studies Research and Practice 16, no. 1 (2021): 61–74. http://dx.doi.org/10.1108/ssrp-03-2020-0012.
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PurposeDefined as perceiving the past via the lens of former peoples, historical empathy engenders rich cognitive and affective understandings. Drawing on Ricoeur's hermeneutics (1981, 2004), this paper departs from previous work on historical empathy by conceiving empathy as dialogically mediated by sociocultural and narrative perceptions.Design/methodology/approachThis hermeneutic phenomenology explores eight adolescents' engagements with primary sources from the Second World War.FindingsThis study reveals the power of empathy to draw the students into the past and to investigate sources. Alternately, the students struggled with fanciful elaborations and overidentifications with historical figures.Practical implicationsCultivating wise judgments begins with accepting the inherent link between students' historicity and historical empathy and then teaching students to wisely interpret.Originality/valueThis study broadens historical empathy's framework to include Ricoeur's hermeneutic philosophies of narrative and history.
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Abdi, Muhammad Iwan. "MATERI DALAM FILSAFAT PENDIDIKAN ISLAM." Al-Riwayah: Jurnal Kependidikan 10, no. 2 (2018): 297–312. http://dx.doi.org/10.32489/al-riwayah.162.
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Islamic education philosophy is an educational philosophy based on Quran and al-Sunnah as a source of Islamic teachings. In addition, Islamic education philosophy also adopts sources from others that are not contrary to Islamic teachings. Thus, the source of guidance for Islamic education philosophy consists of two categories: the source of normative and historical sources. Normative sources are sources derived from the Quran and al-Sunnah (nash); while the historical source is a thought about the philosophy of Islamic education adopted from outside of Islamic teachings. Thus, there are three schools in the philosophy of Islamic education: the liberal, conservative, and critical groups that combine the two earlier groups (sholih li kulli zaman wa makan). This paper will discuss the subject matter of Islamic education philosophy and the sources of the three groups of flow by discussing the elements contained in the teachings of Islam, such as God, man, and nature. The purpose of this paper is to provide an understanding that the basic principles contained therein can be applied in Islamic education.
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Iwan Abdi, Muhammad. "Materi dalam Filsafat Pendidikan Islam." Al-Riwayah: Jurnal Kependidikan 10, no. 2 (2018): 296–312. http://dx.doi.org/10.32489/al-riwayah.2.
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Islamic education philosophy is an educational philosophy based on Quran and al-Sunnah as a source of Islamic teachings. In addition, Islamic education philosophy also adopts sources from others that are not contrary to Islamic teachings. Thus, the source of guidance for Islamic education philosophy consists of two categories: the source of normative and historical sources. Normative sources are sources derived from the Quran and al-Sunnah (nash); while the historical source is a thought about the philosophy of Islamic education adopted from outside of Islamic teachings. Thus, there are three schools in the philosophy of Islamic education: the liberal, conservative, and critical groups that combine the two earlier groups (sholih li kulli zaman wa makan). This paper will discuss the subject matter of Islamic education philosophy and the sources of the three groups of flow by discussing the elements contained in the teachings of Islam, such as God, man, and nature. The purpose of this paper is to provide an understanding that the basic principles contained therein can be applied in Islamic education.
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Abdi, Muhammad IWan. "Materi Dalam Filsafat Pendidikan Islam." Al-Riwayah : Jurnal Kependidikan 10, no. 2 (2018): 297–312. http://dx.doi.org/10.47945/al-riwayah.v10i2.38.
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Islamic education philosophy is an educational philosophy based on Quran and al-Sunnah as a source of Islamic teachings. In addition, Islamic education philosophy also adopts sources from others that are not contrary to Islamic teachings. Thus, the source of guidance for Islamic education philosophy consists of two categories: the source of normative and historical sources. Normative sources are sources derived from the Quran and al-Sunnah (nash); while the historical source is a thought about the philosophy of Islamic education adopted from outside of Islamic teachings. Thus, there are three schools in the philosophy of Islamic education: the liberal, conservative, and critical groups that combine the two earlier groups (sholih li kulli zaman wa makan). This paper will discuss the subject matter of Islamic education philosophy and the sources of the three groups of flow by discussing the elements contained in the teachings of Islam, such as God, man, and nature. The purpose of this paper is to provide an understanding that the basic principles contained therein can be applied in Islamic education
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Yunusaliev, Jaxongir. "PEDAGOGICAL FACTORS OF DEVELOPING A SCIENTIFIC WORLD-VIEW IN SCHOOL STUDENTS ON THE BASIS OF THE HERITAGE OF OUR GREAT ANCESTORS THROUGH TEACHING HISTORY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (2021): 57–61. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-12.
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The article analyzes the pedagogical factors of developing students' scientific outlook on the basis of historical sources based on the heritage of our great ancestors through the teaching of history.
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Hughes, Richard. "Race, Housing, and the Federal Government: Black Lives on the Margins of the American Dream." Radical Teacher 113 (February 14, 2019): 97–99. http://dx.doi.org/10.5195/rt.2019.610.
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As historians have increasingly explored the complex historical relationship between race, class, and institutions such as the federal government in shaping contemporary American society, historical sources such as the Federal Housing Association’s Underwriting Manual (1938) provide provocative opportunities for teaching. Brief excerpts from the Manual are a small window through which to examine the underappreciated role of the U.S. federal government in creating and sustaining a racialized version of the American Dream. The result is an opportunity to equip students, as citizens, with the historical thinking skills and sources to examine the enduring historical arc of racial injustice and resistance in the United States that serves as the foundation for the Black Lives Matter movement.
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Allan, Rachel. "Lexical bundles from one century to the next." Journal of Historical Pragmatics 19, no. 2 (2018): 167–85. http://dx.doi.org/10.1075/jhp.00017.all.
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Abstract This corpus study compares lexical bundles found in the language input of a selection of historical and current English language teaching materials to see what insights they can give into changes in spoken language use. English teaching texts published between 1905 and 1917 were used to construct a historical corpus, and a collection of English language self-study texts published between 2004 and 2014 were used for comparison. Both groups of texts focused on spoken language. The most frequent three-word lexical bundles extracted from each corpus varied considerably. The contemporary texts showed both a greater use of formulaic language and more syntactic complexity within it, while the historical texts relied on simpler structures. An exploratory analysis of the lexical bundles in the historical texts suggests, however, that viewed in conjunction with other historical sources, they can assist in building a picture of spoken language use of the period.
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Bernstein, Lisa. "10. Teaching World Literature for the 21st Century: Online Resources and Interactive Approaches." Collected Essays on Learning and Teaching 6 (June 17, 2013): 54. http://dx.doi.org/10.22329/celt.v6i0.3769.
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This paper introduces a pedagogical approach and strategies for using online resources and interactive media to teach in English about writers and writing from around the world without colonizing or excluding other languages and cultures. First, I explain the context and challenges of teaching world literature: the importance of including diverse works and authors; competing definitions and information overload; barriers to international availability and accessibility of non-dominant works and of non-English languages; and students’ limited historical and cross-cultural knowledge. I then show how faculty can incorporate open-source Internet and interactive multimedia resources into world literature courses in ways that allow alternative and outsider voices to challenge and expand national, ethnic, linguistic, socio-political, and disciplinary boundaries. Faculty can use web resources such as blogs and wikis; online self-publishing and translation sites; maps, timelines, primary documents, and other sources of historical and socio-political context; and social media platforms to create a more inclusive notion of world literature, as well as a learning process that is dynamic, collaborative, and relevant to students’ daily lives.
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WALLIS, CHRISTINE. "Using the Eighteenth-Century English Phonology Database (ECEP) as a teaching resource." English Language and Linguistics 24, no. 3 (2020): 591–606. http://dx.doi.org/10.1017/s1360674320000143.
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This article reports on the use of the Eighteenth-Century English Phonology Database (ECEP) as a teaching resource in historical sociolinguistics and historical linguistics courses at the University of Sheffield. Pronouncing dictionaries are an invaluable resource for students learning about processes of standardisation and language attitudes during the Late Modern English period (1700–1900), however they are not easy to use in their original format. Each author uses their own notation system to indicate their recommended pronunciation, while the terminology used to describe the quality of the vowels and consonants differs from that used today, and provides an additional obstacle to the student wishing to interrogate such sources. ECEP thus provides a valuable intermediary between the students and the source material, as it includes IPA equivalents for the recommended pronunciations, as well as any metalinguistic commentary offered by the authors about a particular pronunciation. This article demonstrates a teaching approach that not only uses ECEP as a tool in its own right, but also explores how it can be usefully combined with other materials covering language change in the Late Modern English period to enable students to undertake their own investigations in research-led courses.
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Campadelli, Nadia, and Enzo Puglisi. "A Multidisciplinary Approach to Teaching: Historical-Architectural Research on Piazza Vittoria, Brescia." Journal of Traditional Building, Architecture and Urbanism, no. 1 (November 20, 2020): 526–38. http://dx.doi.org/10.51303/jtbau.vi1.376.
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This paper looks at a multidisciplinary teaching approach for exploring the transformations of Piazza Vittoria in Brescia (Italy) during the fascist era. The approach aims to develop students’ grasp of architectural research and to help them take a comprehensive view in an analysis of historical urban planning. The methodology involved studying literature and records. The teaching and learning strategies included face-to-face lectures and multimedia presentations as well as case studies, mapping and data lab groups, workshops and site visits. The students learned to read sources and to decipher documents through descriptive analysis, drawings and photographs so as to build a dataset including intangible memory. The end product involved two exhibitions designed by the students highlighting the transformation of Piazza Vittoria, enabling them to discover the various urban models from antiquity to the designs of Marcello Piacentini. The research project made it possible to rediscover a social aspect of architectural change that had been forgotten over time.
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Brown, Sarah Drake, and Richard L. Hughes. "“It’s not something we thought about”: teachers’ perception of historiography and narratives." Social Studies Research and Practice 13, no. 1 (2018): 16–30. http://dx.doi.org/10.1108/ssrp-09-2017-0054.
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Purpose The purpose of this paper is to examine three high school teachers’ beliefs about how their understanding of historiography influences their teaching. Design/methodology/approach The authors engaged in a qualitative multiple-case study based on semi-structured interviews and artifact analysis. Findings The analysis describes the teachers’ understanding of historiography in relation to ideas about historical perspective-taking, textbook use, the incorporation of primary sources in the classroom, and tensions between teaching content and teaching skills. The study concludes that while undergraduate exposure to historiography is potentially useful and can help history teachers manage the complexity of the profession, drawing upon historiographical understandings in order to recognize the construction of historical narratives in the classroom remains a persistent challenge. Originality/value Much of the work addressing the potential role of historiographical understanding for teachers has focused on teacher preparation and the ideas held by teaching candidates. This research emphasizes experienced teachers’ beliefs about the role that historiography plays in their teaching.
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Protasova, Elena Vladimirovna. "Sociocultural Practice of the Ural Teachers in Documentary Sources of Perm Territory Private Archival Funds." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 74–86. http://dx.doi.org/10.15293/1813-4718.2101.08.
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Regionalization of education and innovative teaching activities are an integral part of economic and historical processes taking place in modern society. A resource to the past experience enables to see possible approaches to the solution of urgent problems of the existing education practice and enrich it with ideas tested on a social and pedagogical level. The regional historical pedagogical heritage as a multifaceted phenomenon can be regarded from different angles. The subject field of the research is the sociocultural experience of Ural teachers, the study of which is based on documentary data of private archival funds, using interrelated and mutually dependent culturological and axiological approaches. The aim of the publication is to reveal the main features of reconstructing the sociocultural teaching practice based on data of Perm Territory private archival funds. Sources of different information value are examined to help analyse pedagogical phenomena and phenomenology of childhood in their interrelation. The author highlights innovative ideas whose potential concerns the development of personality and meets such criteria as the humanistic nature of education and relevance to modern education. The research involves historical retrospective and constructive genetic analyses, as well as methods of studying pedagogical personalism and summarizing valuable pedagogical practice. The result is the development of basic approaches to the study of teachers’ private archival funds, the specification on the regional material of axiological determinants of the Soviet school professional practice, actualization of pedagogical ideas being of interest for improving the competence of a modern teacher in innovation.
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Belyaeva, Natalya V. "Differentiated approach to teaching students to make historical and cultural comments with the help of the Internet resources." Literature at School, no. 2, 2020 (2020): 76–88. http://dx.doi.org/10.31862/0130-3414-2020-2-76-88.
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The purpose of the study was to create a methodological model of a differentiated learning process while making historical and cultural comments during the lessons in Literature and Literature-based reading. The differentiated approach should take into account not only the age, personal, psychological, and pedagogical characteristics of students, but also the literary and methodological aspects of the issue. When reading fiction, students often find it difficult to interpret historical or cultural realities, which require mastering the techniques of searching for reference information and the ability to make historical and cultural comments with the use of the Internet. The methodological foundation of the study consists of the works on differentiation in the theory of education and upbringing, the peculiarities of differentiated learning at Literature and Literature-based reading lessons, the methods of making historical and cultural comments while studying literary works of art, the Internet hypertext for the actualization of the intertextual nature of fiction. Making historical and cultural comments, students develop their metasubject and subject skills. In primary school, pupils learn to use various search methods of looking up in the Internet dictionaries and encyclopedias, to advance the culture of using reference sources, to better understand the contents of the books read, to know the initial techniques of interpreting a literary text. In secondary school, students learn to identify the lack of information and to extract the latter from various sources, to attain semantic reading minding historical realities while analyzing the text, to use ICT, observing the rules of information security. In high school, they should be able to carry out independent research, to take into account the historical and cultural context while analyzing the text, to possess the skills of complex philological analysis. Differentiated tasks while making historical and cultural comments on literary works with the use of the Internet resources contribute to the successful implementation of the metasubject and subject results indicated in the Federal state standards (National Curricula) of primary, secondary, and high education.
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Hazratkulov, Abror. "SOME REFLECTIONS ON THE RELEVANCE OF TEACHING THE HISTORY OF UZBEKISTAN." JOURNAL OF LOOK TO THE PAST 4, no. 8 (2021): 4–10. http://dx.doi.org/10.26739/2181-9599-2021-8-1.
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The article deals with the relevance and importance of teaching the history of Uzbekistan in the education system, its role in formation of historical memory in the minds of young people, some of the theoretical and methodological principles of teaching science and the importance of using materials and written sources. It highlights the urgency of teaching the history of the country in educational institutions in Uzbekistan, the importance of the consistent policy pursued by PresidentShavkat Mirziyoyev to bring up a harmoniously developed generation and ensure the strategic development of our country
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Fahm, AbdulGafar Olawale. "Transmitting the Teachings of Islam in Contemporary Times: Glimpses from Prophetic Approach." Journal of Quran Sunnah Education & Special Needs 3, no. 1 (2019): 15–24. http://dx.doi.org/10.33102/jqss.vol3no1.29.
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There is a growing body of literature that recognizes the importance of proper approach to transmission of learning. This is because an effective method teaching always goes a long way in helping to understanding what is being taught. Contemporary discourse on teaching style often stresses either a teacher-centered or student-centered approaches. This paper takes a critical look at the Prophet Muhammad’s methods of teaching Islam to the Companions (Sahaba). This study attempts to understand the intent of these methods used by the Prophet Muhammad and investigates their possible implications. Through historical and descriptive methods examines the primary sources in Islam – the Qur’ān and the life case of the Prophet Muḥammad as presented in his sayings and teachings (Ḥadīth). The study reveals that the prophetic approach, apart from being very effective, is also a very practical method that can be used in our contemporary times and provides a better understanding of the message of Islam and prophetic heritage.
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Álvarez-Martínez-Iglesias, José María, Jesús Molina-Saorín, Francisco Javier Trigueros-Cano, and Pedro Miralles-Martínez. "The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks." International Journal of Learning, Teaching and Educational Research 20, no. 4 (2021): 137–51. http://dx.doi.org/10.26803/ijlter.20.4.8.
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This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisition of critical thinking, the use of textbooks must be integrated with other, more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.
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Mamoura, Maria. "Ανάπτυξη του ιστορικού γραμματισμού μεταπτυχιακών φοιτητών στη διάρκεια της πρακτικής τους άσκησης. Ο ρόλος της κοινότητας μάθησης". Preschool and Primary Education 4, № 1 (2016): 212. http://dx.doi.org/10.12681/ppej.186.
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Student teachers that enter in a practicum program bring their own conceptions and beliefs about teaching and teacher’s role; they have a well-developed set of personal beliefs about teaching prior to entering their teacher preparation program. These personal beliefs or preconceptions could form new experiences and perspectives. Historical literacy, which returns as aim in epistemology and teaching of history, is defined by concepts, prominent among which retains the ability to develop historical reasoning. In this research historical literacy was investigated on the basis of fourteen post-graduate students’ ability to generate historical reasoning during a post-graduate course of History Teaching. A qualitative case study was carried out during the winter semester 2013-2014 in the post-graduate Program “Theory, Praxis and Evaluation of Educational Work” (Department of Education, University of Athens, Faculty of Philosophy, Education and Psychology). Fourteen (14) post-graduate students, enrolled in a postgraduate teacher education program had to conduct their compulsory practicum in Greek secondary schools during the second semester of their studies. The first semester, they attended the course “History Didactics” (the one of the two teachers of the course is the author of this paper). The aim of this study is to investigate whether and to what extent 14 post-graduate students cultivated the capacity of developing historical reasoning during the teaching of the course and during the six-month practicum in several school settings. Special focus was on developing the capacity of a) connection of historical events of the past with the present, b) interpretation of historical events through the examination of opposing historical sources, c) doing historical questions to students, which are key components of historical reasoning. The research questions of the survey are: a) What were the initial conceptions of the post-graduate student teachers for history teaching and b) whether and to what extent these conceptions seemed to vary and / or be transformed, concerning the developing of their historical literacy? Research data were collected by: a) transcribed teaching implementations of 14 students, b) transcripts of two-hour discussions between student-teachers and their university supervisor, which conducted after every teaching implementation, and c) transcripts of interviews of student teachers at the end of their practicum. Data were analyzed with the method of grounded theory. Data analysis revealed that the characteristics and dynamics of student teachers’ learning community formed during the university course and enlarged in two-hour discussions, were the central point for the development of their historical literacy. Specifically, mutual respect, climate favoring innovation, risk taking, the knowledge problematization and the supportive role of the university supervisor strengthened post-graduate students, who originally had a weakness in the production of historical reasoning, to conquer the specific components.
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Rinaldo, Constance, Linda Ford, and Joseph deVeer. "Museum, Library and Archives Partnership: Leveraging Digitized Data from Historical Sources." Biodiversity Information Science and Standards 2 (June 13, 2018): e25920. http://dx.doi.org/10.3897/biss.2.25920.
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The Museum of Comparative Zoology at Harvard University (MCZ), founded in 1859, has approximately 20 million extant and fossil invertebrate and vertebrate specimens. These historical collections continue to be a focus of research and teaching for the MCZ, Harvard and outside researchers. The Ernst Mayr Library/Archives (EMLA) of the MCZ is a founding member of the Biodiversity Heritage Library (BHL), an international consortium with a mission to make biodiversity literature openly available for use. Meeting the needs of the MCZ is a priority for EML Museum/library and achives collaboration One collaborative Museum/Library project was the digitization of approximately 81,000 MCZ specimen ledger pages/cards associated with various collections. These historical items, once digitized and deposited in the Harvard Digital Repository Service (DRS), were linked to the relevant specimen records in MCZbase, the museum-wide database. Over 1.2 million specimen records are now linked with digitized sources which benefit all users by adding to the provenance of the specimen data and allowing direct referral to the primary collection source. The EMLA holds an extensive collection of field notes, letters and manuscripts of researchers associated with the MCZ. Collector records are a gold mine of unpublished observations, notes, sketches, specimen lists and narratives. They are primary source data at its most personal, and may be the only documentation of a scientist’s thought processes and observations, particularly for unpublished materials. William Brewster was a prominent late 19th, early 20th century naturalist associated with the MCZ Ornithology Department until his death in 1919. Brewster provided authoritative and novel additions to the knowledge of birds, and his detailed, long-term observations are the key to his published contributions. Brewster’s unpublished scientific legacy is being digitized and deposited in the Harvard DRS and BHL by the EMLA. Transcribed notebook pages will be attached to images in BHL thus improving data discovery. Brewster deposited over 45,000 specimens in the MCZ Ornithology Collection. Combining specimens and unpublished notes is an opportunity to link hidden data and enhance research capabilities. Next steps for this collaborative project include finely grained cross-linking of specific pages, correspondence and photographs to and from the MCZ’s specimen database and BHL. We show how MCZ has leveraged data in digital repositories to enhance and directly relate to MCZbase, with citations to notes, transcriptions and published literature. These collaborations enhance discoverability of hidden data while promoting cross-discipline research to interrelated historical sources.
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Sáez-Rosenkranz, Isidora. "La enseñanza de la historia en el currículum chileno de educación básica como reflejo del contexto político actual." Kultura-Społeczeństwo-Edukacja 10, no. 2 (2016): 9–22. http://dx.doi.org/10.14746/kse.2016.9.1.
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The aim of this article is to explain the characteristics on current History teaching proposed into the curriculum of primary education in Chile under the present social process. We employ Raymond Williams cultural materialism and specifically his categories on cultural products to apprehend the curriculum and link it to the context where it is pro duced. To do so, we use the historical method, and considering pedagogical and didactical elements. The documental corpus analyzed is conformed by the official documents guiding education but also other historical sources coming from the current political situation. The results on this analysis show that there is a curricular dichotomy between traditional history teaching based on events of national history and learning by rote and, current didactical proposals, which tend to develop historical thinking. This situation reflects the political tension on social demands and the institutional longstanding objectives for education.
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McLelland, Nicola. "Mining foreign language teaching manuals for the history of pragmatics." Journal of Historical Pragmatics 19, no. 1 (2018): 28–54. http://dx.doi.org/10.1075/jhp.00012.mcl.
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Abstract Foreign language learning manuals can be valuable sources for the history of pragmatics and historical pragmatics. They may contain explicit guidance on pragmatics not found in native-speaker grammars. For example, accounts of German forms of address in seventeenth- and eighteenth-century English–German manuals provide evidence of changing views on the appropriateness of ihr and Sie earlier than does the “native” grammatical tradition. The bilingual model dialogues that are typical of such manuals may also implicitly model appropriate linguistic behaviour, demonstrated here by examining the communicative genre of bargaining in a series of three related English–Dutch language manuals of the seventeenth and eighteenth centuries. Furthermore, the dialogues may provide metalinguistic comment on linguistic behaviour – for example, by criticizing the culture of excessive negative politeness. Such sources can enrich our knowledge of language use and attitudes to language use in the area of politeness, complementing the evidence to be gleaned from mainstream native grammars, civility manuals, merchants’ guides, and the like.
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Shaw, Aeddan. "What is History is What is Illustrated. The Utilization and Function of Images in History Coursebooks in Poland and Britain." Multidisciplinary Journal of School Education 9, no. 1(17) (2020): 47–60. http://dx.doi.org/10.35765/mjse.2020.0917.03.
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In a society which is increasingly visual, and the teaching of history and critical thinking so important in an age of post-truth and fake news, the words of the Swedish poet, Linn Hansén, seem particularly apt: what is history, is what is illustrated. The images found in history coursebooks help learners to imagine the past, providing a visual aid to support learning, but they can also be used to foster critical thinking by treating the images as historical sources in themselves.
 This paper presents the results of a pilot study conducted on the functions of images contained in Polish and British history coursebooks using a proprietary paradigm developed on the basis of existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative function. The paper closes with a number of recommendations for further research and publishers of history coursebooks.
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Tkachenko, M. М. "To the centenary of the department of radiology and radiation medicine of O. O. Bogomolets national medical university." Український радіологічний та онкологічний журнал 28, no. 2 (2020): 170–86. http://dx.doi.org/10.46879/ukroj.2.2020.170-186.
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Purpose. To summarize historical data on the formation and development of Radiology Department of O.O. Bogomolets National Medical University.
 Material. The paper deals with the analysis of publicly available literature sources and archival data concerning the history of Radiology Deparment, establishing scientific school of development of methodological approaches to teaching Radiology at the university.
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Nedelcu-Ienei, Anda Veronica. "The "Problem" of Aspects of Teaching and Learning / Teaching - Learning in European Union Law." Journal of Legal Studies 16, no. 30 (2015): 67–75. http://dx.doi.org/10.1515/jles-2015-0012.
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Abstract The paper addresses an important problem and the frequency of teaching and learning/teaching-learning in higher education/university student, generated by the incapacity to himself selectively information conveyed through alternative sources. The theoretical approach of the course in European Union law from the dual perspective of the studies about the EU (from the perspective of Community law/EU of the European economy as well as from the perspective of the European administration, international relations and historical and cultural studies or interdisciplinary) require students to knowledge/concept related institutions entrusted with the exercise of prerogative powers in a State, who they studied/problems in previous years in fact, it is precisely this times is done or shall not become unwieldy. And last but not least not be overlooked aspects of individual differences that influence the process of learning: the way of thinking and the preferences of both factors (teachers/students) on lifelong learning, which influences the effectiveness of the approaches in the process of instruction (or multiple types of intelligence entitled, the use of information and others).
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Olga Yu., Levchenko. "Ungraded Educational Оrganizations in Rural Areas: History and Modernity". Scholarly Notes of Transbaikal State University 15, № 4 (2020): 129–35. http://dx.doi.org/10.21209/2658-7114-2020-15-4-129-135.
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In the national educational system, the rural school has traditionally been given a significant role, which is reflected in numerous studies published in different years. The analysis of historical and pedagogical sources revealed the main stages of the origin and development of rural schools in Russia. At the beginning of the XXI century rural ungraded educational organizations have not lost their significance and are widely represented in the educational space of the country. In modern conditions, the activities of educational organizations have a significant impact on the socio-cultural and economic condition of the village, being a key condition for the existence or revival of settlements.Appealing to regulatory documents dated from different periods made it possible to analyze the interpretation of the term “ungraded educational organization” in a historical retrospective. The study of historical and pedagogical sources and modern researches indicates the existence of certain features in the implementation of educational activities in ungraded educational organizations.Inherent organizational and pedagogical characteristics have an impact on the organization of foreign languageteaching. The problem of improving the quality of foreign language education in ungraded educational organizations located in rural areas continues to remain relevant. It requires its comprehensive study and search for more effective and methodically appropriate teaching methods, techniques and technologies, taking into account the existing historical experience. Achievement of the results of studying the subject area “Foreign languages” established in regulatory documents is possible only with teaching staff, having a higher level of subject-methodological training.
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Vuka, Denis. "History Teaching in Albania Following Educational Reform in 2008." Journal of Educational Media, Memory, and Society 7, no. 1 (2015): 116–32. http://dx.doi.org/10.3167/jemms.2015.070106.
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This article explores history teaching in Albania, with particular emphasis on educational and methodological aspects of new history textbooks published after the liberalization of the school textbook market in 2008. National history textbooks serve as a basis for the assessment of changing educational principles and methodologies in history teaching in terms of five qualitative factors: educational aims, teaching techniques and methodologies, historical narratives, visual materials, and sources. The article thus assesses the degree to which textbooks fulfill their educational function and help to put learning theories into practice. The author also places the revision and reevaluation of national history textbooks in Albania in context by comparing them to the progress of Kosovo's recently established educational system.
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Mehta, Jayur Madhusudan, and Bradley J. Mollmann. "Reflections on Teaching the History of Colonization, Slavery, and the African Diaspora Using Primary Sources and Historical Fiction." Journal of African Diaspora Archaeology and Heritage 9, no. 1 (2020): 37–52. http://dx.doi.org/10.1080/21619441.2020.1835296.
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Oliveira, Nucia Alexandra Silva de. "History and the Internet: possible connections." Revista Tempo e Argumento 11, no. 28 (2019): 574–602. http://dx.doi.org/10.5965/2175180311282019574.
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This paper investigates possible connections between History and the Internet. The starting point of this discussion is an acknowledgement of the presence of the Internet in social life, and its impact in the ways of obtaining and publicizing knowledge. More specifically, a discussion will be presented on how the Internet has been producing new documents for the work of historians and, better yet, how they have dealt with such sources. In order to do so, a few studies performed by historians are listed as utilizing the Internet as source. In this section, the idea is to point out what digital documents have been chosen by historians to perform their analyses, what difficulties they face, and what potential these sources have. It is understood that the Internet has great potential for historiographic work and, notably, for Present-Day History. The second part of this paper presents information on the research on Brazilian websites whose theme is historical landmarks, with the objective of investigating narratives produced and presented in school-level research websites about Brazilian historical landmarks. At this stage, the discussion is focused on debating the uses of History performed by these spaces. It is noticeable that they present narratives in which historical facts are presented linearly and in a simplified manner, following the so-called Traditional History. This two-way observation is expected to contribute with the debate on this important matter of the production and divulging of historical knowledge.Keywords: History – Teaching and Learning, The Internet.
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Ragauskienė, Raimonda. "Models Applied Upbringing Children of Upper Nobility of the Grand Duchy of Lithuania in the 16th – the Middle of the 17th Centuries." Pedagogika 116, no. 4 (2014): 6–22. http://dx.doi.org/10.15823/p.2014.044.
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On the basis of historiography and new historical sources, the article analyses models applied upbringing children of upper nobility in the Grand Duchy of Lithuania in the 16th c. – the middle of the 17th c. The general and individual factors characteristic of the upper nobility of GDL, which predetermined upbringing of the children from the target social stratum, are discussed. Attempts are made to identify how early socialisation of girls and boys occurred as well as to discuss teaching of elder children (girls and boys) of upper nobility including the content of their teaching.
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Melin, Charlotte. "Between the lines: When culture, language and poetry meet in the classroom." Language Teaching 43, no. 3 (2009): 349–65. http://dx.doi.org/10.1017/s0261444809990309.
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Teaching poetry in second language (L2) classrooms raises theoretical and practical questions about how best to treat literature when target language and culture is also being negotiated. Current pedagogy derives from disparate sources, including the experientially-driven practices of individual teachers, the quantitative and qualitative research methodologies of Second Language Acquisition, and the aesthetic, historical, and philosophical traditions of literature and cultural studies. This paper surveys the knowledge base that shapes literature pedagogy, examines the conceptual implications of two common approaches (close reading and genre-based treatments), and argues for new teaching objectives.
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Krylova, Alla. "HISTORICAL MAPS IN GIS: SCIENTIFIC AND METHODOLOGICAL ASPECT (MOLOCHNA GERMAN SETTLEMENT MAPS AS EXAMPLE)." Problems of humanities. History, no. 5/47 (March 27, 2021): 466–85. http://dx.doi.org/10.24919/2312-2595.5/47.217779.
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Summary. In Ukrainian schools and high schools very little attention is paid to the methodological components of Geoinformatics and teaching methods using historical maps in GIS (geographic information systems). The purpose of the research is to show how GIS can be used in teaching local history. The research methodology is based on the principles of historicism, system-formation, scientific character, verification, the author’s objectivity, moderated narrative constructivism, and the use of general scientific and specially-historical methods. The scientific novelty of the article consists in the creation and use of information maps in GIS with regard to the history of Germans and Mennonites of the Zaporizhzhia oblast, as a basic cartographic material for training courses in local history. Such maps show the territory of Southern Ukraine in relation to various ethnic groups and faiths. In particular, Mennonites and ethnic Germans, who made a huge contribution to the cultural and economic development of the region and left a significant layer of cultural heritage. The maps findings presented in this article are parts of a large database of historical sources, and have already partially become the basis of such courses of local history as "History of the Zaporizhzhia oblast", "Historical Local History" at Melitopol State Pedagogical University. With the help of GIS maps, various primary historical sources (statistical, cartographic, etc.) come to the forefront and allow the study of local territorial units. The article will demonstrate the GIS maps of 27 German settlements of Molochna German settlements (Prishibskaya volost) for a certain time period. Conclusions. The use of historical GIS technologies contributes to the formation of such students’ skills as read the information on the historical maps; search for objects or information by given parameters, for example, by name; carry out calculations on digital maps; to form the spatial thinking of students, demonstrating the historical objects in three dimensions; create digital maps by own, especially based on the results of student observations.