The Teaching of History in Secondary Schools (original) (raw)
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Analyzing the History Teaching Perceptıon Of Secondary Educatıon Students
knowledge and conscious for students. Every education strategy in that process needs to be student centered together with teaching. Determinig the perceptions of students towards history teaching has great importance to define the education strategies. The aim in that study is to define the perspectives of secondary education students towards history and history teaching and express the relation between the demographical characteristics and their perceptions towards history teaching of students. After a wide literature research about that aim, surveys were prepared and they were applied to 670 secondary education students in Seydiseehir district of Konya by using face to face conversation method in April and May 2013. The datas taken from the surveys were analyzed with SPSS 21.0 statistics programme. The study is thought to be useful because of defining the perspectives of secondary education students towards history and history teaching and shaping the strategies which run that process rationally.
Thesis, 2006
Different researchers in their studies identified several areas of concern for history educators regarding inadequate and unsatisfactory educational provisions that tend to inhibit instruction and learning history in secondary schools. In view of this, such kind of study with regard to the problems of history teaching and learning in our secondary schools is highly needed. The study was conducted to investigate the teaching and learning of history with respect to the effects of some of the teacher and school related variables. Attempts were also made to examine classroom-teaching competences. To this end, a descriptive survey research technique was employed. The descriptive survey research attempted to describe the present status of history teaching and learning, with particular reference to the secondary schools of Hadiya zone- SNNPRS. The findings of this descriptive study are reflective of the situation in these schools . The survey derived data from all the six secondary schools of the study area. Within these schools, all history teachers (34 in number) and thirty-six students were selected as sources of information using available and purposive sampling techniques respectively. Questionnaires, classroom observation, interviews, and documents were the instruments of data collection. The data gathered through these instruments were analyzed USIng percentages, mean scores and descriptive statements. The present study has found out a number of interrelated factors, which hinder the teaching, and learning of history. Some among these are; the insufficient training and orientation of teachers in higher learning institutions; the incompatibility between the volume of the book and the period allowed; the insufficient provision of instructional resources that could' be used for history instruction; and history teaching is highly textbook oriented. The results of the study also show a large-group instruction with lecture teaching strategy predominates the history classroom and the low level of English language ability of students in understanding and following Up of the subject matter of history. The findings further indicated that the overall level of history teacher classroom performance was found to be low in view of questioning skills, content knowledge, and general teaching characteristics. Based on these findings and the conclusions drawn, related recommendations regarding the improvement of teacher training and the provision of the necessary instructional resources were forwarded.
OALib
The study is formed in order to investigate and reveal the importance and the acquisitions gained by students through History lesson to the high-school students studying in an institution connected to the Northern Cyprus Education System. In the scope of the subject included in the survey, students studying in 9th and 10th year at Lefkosa Turk High-School were directed questions by using an interview technique of qualitative research method to identify their opinion about the importance and what kind of benefits has provided by History Lesson and several results have been obtained. As a result of the survey, the data received from the opinion of students will reveal the significance of the study.
Discussions on history teaching in Turkey indicate that the previous versions of the history curriculum and the pedagogy of history in the country bear many problems and deficiencies. The problems of Turkish history curriculum mainly arise from the perspectives it takes and the selection of its content. Since 2003, there have been extensive educational changes, including the alterations of primary social studies and secondary history curricula. The major goal of the preparation and projected practice of the new history curriculum is to overcome the problems and deficiencies of history teaching. This paper examines the documents of the new Turkish secondary school history curriculum and compares it with the previous state of history teaching in the country. A qualitative document analysis technique was employed to descriptively examine the content of the curriculum documents. It has been found out that most of the problems and deficiencies observed in the previous versions have still been existent in the current one.
The purpose of this study is to determine the opinions of primary school teachers regarding the history subjects found in the primary school 4th grade coursework in scope of the year 2018 Social Studies Course Curriculum. The study utilized survey technique in a qualitative research paradigm. Data were gathered through interviews and document analysis technique. The study group for the study comprised of 20 teachers working in Ankara and İzmir who participated in the study on voluntary basis. The descriptive analysis method was used for analysis of the data, and data presentation was based on frequencies and percentages. Results showed that 1) the history subjects in the Social Studies curriculum are insufficient in relevance to purposes of the course and in regard of achievement of gains, 2) the subjects fail to endear history courses to the student and 3) the time allotted for history subjects in the curriculum is insufficient. It was concluded that the methods and techniques recommended for history teaching are insufficient, that teachers face significant difficulties in teaching history subjects, that the subjects are not qualified to create an awareness of history in students, and that while the history subjects defined under curriculum gains are congruent with the values, qualifications and basic abilities defined in the curriculum, the coherence between the subjects and targeted gains should be improved. In regard of improvement of history lessons the teachers recommend use of visuals, organization of research and study trips to historic locations, objectification of abstract contents to render them more compatible for the level of children, to include less gains and more activities, and to provide teachers with seminars regarding history teaching and teaching methods.
Teachers’ Opinion Regarding History Contents in 5th Social Studies
Social studies is in the position of an important course that includes topics related to the discipline of social sciences such as geography, economics, sociology and history. History topics among these social science disciplines have a very important place in the social studies curriculum. It seems important to determine the opinions of the social studies teachers, the practitioners of this course, and their suggestions for this problem in order to increase the effectiveness of teaching of history topics in the social studies course. Thus, in the present study, it was aimed to analyze opinions of primary school teachers regarding the teaching of history topics in the 5th grade social studies. At the same time, in order to offer suggestions for teaching history topics effectively, this study is carried out. A survey method was used in this study. In the analysis of the data, descriptive analysis technique was used. Findings of this study indicated that the primary school social studies curriculum was not adequate, sufficient, and relevant. The history topics incorporated in the social studies curriculum were not intensive, the teaching hours were not adequate, the number of learning outcomes was high, and the concepts with which the most of students were not familiar. Accordingly, there was no integrity between the history topics. The topics were disjointed and no link could be established between them; besides, the chronological order was not followed and both teachers and students had difficulty in going through these topics. The number of historical places and museums to which they could take their students were limited and that they could not go to the historical places in the neighboring cities due to negative circumstances such as financial impossibilities, failure to acquire permits and climatic conditions. It was also understood that there were not historical personalities or elderly people accessible to them in their area. The methods that teachers use were not interested to the learner and that the classrooms were over crowed. At the same time assessment, procedures were also not defective from various perspectives.
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2013
This study was undertaken with the aim to identify the kind of knowledge which primary school teachers in Serbia expect their pupils to show related to the elements of history within the subject Social Environmental and Scientific Education (SESE). The data were acquired by analyzing the pedagogical documentation (373 tasks devised by teachers) and by observing 46 SESE classes devoted to elements of history. The findings show that no matter which technique of testing pupils' knowledge is applied, there is a notable predominance of demands on historical facts, rather than other forms of historical thinking, which appear only sporadically. Key words: elements of history; historical thinking; SESE (Social Environmental and Scientific Education); testing knowledge. --- Sažetak Vrednovanje ucenickih znanja o povijesnim sadržajima utemeljeno na razvoju povijesnoga misljenja pomice fokus s ucenja cinjenica na ovladavanje proceduralnim znanjima. U suvremenim pristupima tim sadržajima uc...
A study on interest in history as a subject among the students of tenth standard
2017
Secondary education occupies a very important place in the hierarchy of education. It is that stage of education which helps students to become a full member of a society. In secondary stage of education students have to study many subjects. History is a subject under social science which is included in secondary school curriculum. History helps the students to know about the complete past of the society and it enables them to understand how society has come to its present form. History helps the students to know about the present, past and future of the society or world he lives in. Unfortunately, it has been seen that many students are not interested to learn history subject. There are some causes behind their lack of interest to learn history subject. Lack of interest, motivation, lack of teachers' effort, the use of audio visual aids and the use of the appropriate teaching method are some causes behind the students' lack of interest to learn history. This paper seeks to explore why students are not interested to learn history and also tries to provide some ways and means to motivate the students to learn history.
History Education as an Educational Medium to Embody the Spirit of Nationality
Historia: Jurnal Pendidik dan Peneliti Sejarah
The above objectives of history education clearly indicate that history education aims at the development of students awareness of time concept; scientific knowledge of the society in the past in terms of their values, ways of thinking, attitudes and achievement; skills for understanding and generating knowledge of the past; attitudes towards history as what happened in the past society, and history as a science that reconstruct the past . To put it in a simple way the objectives suggest that students should have knowledge about the past scientifically and this knowledge is gained through the application of historical thinkings and skills. The objectives also suggest that history education should prepare students for their roles as a citizen who loves and is proud of the country, the nation and their past achievement. Further, the objectives place history as an education media for preparing the students for their future lives. Big potential of historical education is developing ...
Analyzing the History Teaching Perception of Secondary Education Students
Educational Alternatives, 2014
History teaching that exists in every phases of Turkish education system aims creating the history knowledge and conscious for students. Every education strategy in that process needs to be student centered together with teaching. Determinig the perceptions of students towards history teaching has great importance to define the education strategies. The aim in that study is to define the perspectives of secondary education students towards history and history teaching and express the relation between the demographical characteristics and their perceptions towards history teaching of students. After a wide literature research about that aim, surveys were prepared and they were applied to 670 secondary education students in Seydiseehir district of Konya by using face to face conversation method in April and May 2013. The datas taken from the surveys were analyzed with SPSS 21.0 statistics programme. The study is thought to be useful because of defining the perspectives of secondary education students towards history and history teaching and shaping the strategies which run that process rationally.