What is history education good for? A comparative analysis of students' conceptions about the relevance of history.

Autor/in	Miguel-Revilla, Diego
Titel	What is history education good for? A comparative analysis of students' conceptions about the relevance of history.
Quelle	In: Journal of curriculum studies, 54 (2022) 1, S. 70-84Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2021.1896784
Schlagwörter	Tertiäre Bildung; Sekundarbereich; Lehrerausbildung; Geschichtsunterricht; Sozialwissenschaften
Abstract	Secondary education students do not usually perceive history as a subject connected with their lives, backgrounds and interests. At the same time, prospective and in-service teachers do not always have a coherent vision of this discipline, which can reflect on their students' perceptions. This study makes use of a theoretical framework developed by Van Straaten, Wilschut and Oostdam to examine the validity and reliability of the model, and to analyse secondary and tertiary education students' conceptions about the relevance of history using three categories: developing a personal identity, becoming a citizen and understanding the human condition. This quantitative study makes use of the RHMS questionnaire with a sample of 403 participants divided into three groups: secondary education students, pre-service teachers and undergraduate history students. After conducting a confirmatory factory analysis (CFA), a one-way ANOVA indicated statistically significant differences between the groups. While pre-service teachers and history undergraduate students obtained higher scores in all three subscales than secondary education students, fundamental differences were identified between the first two groups. A discussion is presented about the importance of initial teacher training and the necessity to reinforce notions related to the relevance of history in the formative development of prospective teachers.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2022/3