Exploring Aspects of Greek Students' Historical Thinking: How Are They Reflected in Their Writings? (original) (raw)
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Kasvikis, K. (2016), “Textbooks, Teachers, Historians and Word of Mouth: Greek Students’ Ideas on how historical accounts are constructed”. International Journal of Historical Learning, Teaching and Research (IJHLTR),Vol. 13 (2), 35-42., 2016
The aim of this paper is to present and discuss research on how Greek Primary and early Secondary students perceive and identify the role of evidence as a base for building knowledge about the past. The research involved 101 semi-structured interviews with students from 10 to 13 years old. Each interviewee studied one of five different historical accounts, all dealing with topics concerning Greek history, and was then asked to explain how we know about these historical events. Students appeared to encounter difficulties in directly identifying how these accounts had been constructed, mostly stating oral transmission of information or highlighting school textbooks and their teachers as the media of historical knowledge. Furthermore, they only occasionally focused on the role of historians and archaeologists as a source for these historical narratives. Despite the fact that older students appeared to be more able to recognize an evidential base for historical knowledge, an appreciation of the role of historical evidence seems not to be only age related. It appears to be also dependent on the specific historical accounts that had been studied, with students tending to identify more easily the evidential contribution of material culture than any other type of historical sources.
Kyriaki Fardi , 2024
How to cite this article: Fardi, K. (2024). The modality of historical thinking in the latest Greek primary school curriculum and the new challenges in history education. The Curriculum Journal, 00, 1–14. https://doi.org/10.1002/curj.306 14693704, 0, Downloaded from https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/curj.306 by Cochrane Greece, Wiley Online Library on [14/11/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. This paper refers to the concept of ‘historical thinking’ as it appears in the three versions of the recent Greek History Curriculum for primary school. It is a comparative study of the discourse of the three versions of the recent history curriculum for primary school. The methodological approach of this study was founded on Critical Discourse Analysis. The main purpose of this paper is to explore the meaning and context of this term as presented in the three versions of the history curriculum and to compare the findings of the study with corresponding references in the international literature regarding the terms of ‘historical thinking’. This study demonstrated that this term is not the same in all three versions of the curriculum. In the first version of the curriculum the term ‘historical thinking’ is mentioned autonomously and we also separately identify the term ‘critical thinking’, while in the second and third versions a synthesis of the term is observed, which eventually becomes ‘critical historical thinking’. As a result of this observation, the use of the terms is critically and comparatively studied. The main conclusion is that the term ‘critical historical study’ refers much more to the development of general skills and competences with cognitive characteristics and much less to the critical understanding of the historical past. Furthermore, the conclusions of this study suggest a perspective for historical thinking in contemporary curricula with new challenges such as the relationship of historical education with artificial intelligence and children's representations.
Modes of Historical Thinking in “new” Greek History Curriculum (2021, 2022, 2023) for the Elementary School, 2023
Στο επισυναπτόμενο αρχείο υπάρχει το κείμενο της ανακοίνωσης του έγινε στο 19ο ετήσιο συνέδριο των HISTORY EDUCATORS INTERNATIONAL RESEARCH NETWORK [HEIRNET], Στοκχόλμη 2023. The attached file contains the text of the announcement made at the 19th annual HISTORY EDUCATORS INTERNATIONAL RESEARCH NETWORK HEIRNET 2023 conference in Stockholm.
Teaching Historical Thinking Skills Through “Reading Like A Historian†Method
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