The ongoing discussion about what constitutes historical consciousness is intensifying within the growing international community of history-education researchers. What started as an exploration of how life outside schools affects our historical thinking has become a key concept for structuring formal education. This shift has largely been positive; however, there are reasons for caution. If practical adaption means outlining, classifying, and measuring levels of achieved awareness, it also presents a risk of losing the initial reason for considering the wider influence on our perceptions and orientations. My reflection in this article concerns this paradox and how it can affect a complementary concept, use of history. Using examples from everyday historical representations in public life, namely song lyrics, the BLM, and Sweden’s approach to Covid 19, I demonstrate why history education requires a broad understanding of historical consciousness and a readiness to work with public uses of history.
{"title":"The sidewalk is a history book: Reflections on linking historical consciousness to uses of history","authors":"Kenneth Nordgren","doi":"10.52289/HEJ8.101","DOIUrl":"https://doi.org/10.52289/HEJ8.101","url":null,"abstract":"The ongoing discussion about what constitutes historical consciousness is intensifying within the growing international community of history-education researchers. What started as an exploration of how life outside schools affects our historical thinking has become a key concept for structuring formal education. This shift has largely been positive; however, there are reasons for caution. If practical adaption means outlining, classifying, and measuring levels of achieved awareness, it also presents a risk of losing the initial reason for considering the wider influence on our perceptions and orientations. My reflection in this article concerns this paradox and how it can affect a complementary concept, use of history. Using examples from everyday historical representations in public life, namely song lyrics, the BLM, and Sweden’s approach to Covid 19, I demonstrate why history education requires a broad understanding of historical consciousness and a readiness to work with public uses of history.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"8 1","pages":"1-15"},"PeriodicalIF":0.3,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44004792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The history teacher is quite often using a project-based learning model to improve students' historical knowledge and skills. Unfortunately, this learning model is not supported by the availability of qualified assessment instruments. The limitations of project assessment instruments make teachers rely more on subjectivity in assessing student projects. Meanwhile, to assess historical knowledge, most teachers still use multiple choice and essay questions. Both types of assessments provide little information about students' abilities and are not sufficient as a basis for teachers to make decisions in the classroom. Therefore, it is necessary to develop an assessment instrument that can be used in assessing students' knowledge based on the project that they produce in project-based learning. This study aims to develop a project-based historical knowledge assessment instrument that has good evidence of validity and reliability that can be used to measure students' historical knowledge more precisely and more accurately. Historical knowledge is assessed based on six indicators: what, who, where, when, why, and how. The six indicators are described in a 12 item Likert scale. Based on these 12 items, students' historical knowledge was classified into four categories: very high, high, acceptable, and weak. The instrument was tested on 426 10th grade high school students in Yogyakarta, Indonesia. The test results data were used to analyze the characteristics of the instrument consisting of validity and reliability. The test results show that the instrument developed is valid and reliable, so it is suitable to be used to assess historical knowledge on a broader scale.
{"title":"Development of project-based historical knowledge assessment instruments","authors":"Supianto Supianto, K. Kumaidi, Y. Suryono","doi":"10.52289/HEJ8.102","DOIUrl":"https://doi.org/10.52289/HEJ8.102","url":null,"abstract":"The history teacher is quite often using a project-based learning model to improve students' historical knowledge and skills. Unfortunately, this learning model is not supported by the availability of qualified assessment instruments. The limitations of project assessment instruments make teachers rely more on subjectivity in assessing student projects. Meanwhile, to assess historical knowledge, most teachers still use multiple choice and essay questions. Both types of assessments provide little information about students' abilities and are not sufficient as a basis for teachers to make decisions in the classroom. Therefore, it is necessary to develop an assessment instrument that can be used in assessing students' knowledge based on the project that they produce in project-based learning. This study aims to develop a project-based historical knowledge assessment instrument that has good evidence of validity and reliability that can be used to measure students' historical knowledge more precisely and more accurately. Historical knowledge is assessed based on six indicators: what, who, where, when, why, and how. The six indicators are described in a 12 item Likert scale. Based on these 12 items, students' historical knowledge was classified into four categories: very high, high, acceptable, and weak. The instrument was tested on 426 10th grade high school students in Yogyakarta, Indonesia. The test results data were used to analyze the characteristics of the instrument consisting of validity and reliability. The test results show that the instrument developed is valid and reliable, so it is suitable to be used to assess historical knowledge on a broader scale.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"8 1","pages":"16-29"},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70852563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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