Measuring students' appraisals of the relevance of history: The construction and validation of the Relevance of History Measurement Scale (RHMS)
In: Studies in educational evaluation, Band 56, S. 102-111
ISSN: 0191-491X
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In: Studies in educational evaluation, Band 56, S. 102-111
ISSN: 0191-491X
In: Van Straaten , D , Wilschut , A & Oostdam , R 2018 , ' Exploring pedagogical approaches for connecting the past, the present and the future in history teaching ' , Historical Encounters , vol. 5 , no. 1 , pp. 46-67 .
Using the past to orientate on the present and the future can be seen as one of history's main contributions to educating future citizens of democratic societies. Because teachers often lack useful methods for pursuing this goal, this study explores three pedagogical approaches that may help them making connections between the past, the present and the future: working with longitudinal lines (LL), with enduring human issues (EHI) and with historical analogies (HA). The efficacy of these approaches was examined in three case studies conducted in two Dutch secondary schools with eighth- to tenth-grade students (N=135) and their teachers (N=4) as participants. Explorations took place within the boundaries of the existing history curriculum and in close collaboration with the teachers who participated because they felt a need to motivate their students by means of a pedagogy to make history more useful. Findings suggest that implementing the LL- and EHI-approaches in a traditional history curriculum with chronologically ordered topics is more complicated than implementing the HA-approach. The HA-approach appears to have more potential to encourage students to use historical knowledge in present-day contexts than the other two approaches. In terms of students' appraisals of the relevance of history, the application of the EHI-approach showed positive effects.
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