دورية أكاديمية
Promoting Historical Contextualisation in Classrooms: An Observational Study
| العنوان: | Promoting Historical Contextualisation in Classrooms: An Observational Study |
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| اللغة: | English |
| المؤلفون: | Huijgen, Tim (ORCID |
| المصدر: | Educational Studies. 2019 45(4):456-479. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | History, History Instruction, Foreign Countries, Teaching Methods, Classroom Observation Techniques, Elementary School Teachers, Secondary School Teachers, Scores |
| مصطلحات جغرافية: | Netherlands |
| DOI: | 10.1080/03055698.2018.1509771 |
| تدمد: | 0305-5698 |
| مستخلص: | The aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomena and individuals' actions in the context of time, historical location, long-term developments, or specific events to give meaning to these phenomena and actions. Using the "Framework for Analysing the Teaching of Historical Contextualisation" (FAT-HC), five trained raters observed eight history teachers twice. To further analyse the observation scores, the FAT-HC items were divided into eight categories while distinguishing between items that demonstrate historical contextualisation and items focusing on engaging students in historical contextualisation processes. The results indicate that the teachers in the sample did not explicitly promote historical contextualisation in their lessons. No teacher obtained a mean FAT-HC score >2.00 on a four-point scale. The teachers mainly demonstrated historical contextualisation, while engaging students in historical contextualisation processes was observed far less often. The findings can be used to help teachers formulate domain-specific instruction to promote students' ability to perform historical contextualisation. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1216965 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0305-5698 |
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| DOI: | 10.1080/03055698.2018.1509771 |