ZoekresultatenZoekresultaten
Volg ons op
Volg ons op
Types
0Instelling
26Publicatiejaar
6Producttype
19Bestandstype
9Taal
5Onderzoeksthema's
41Publicaties met bestand/URL
2Projectstatus
3Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning
MULTIFILE
This study explores the psychometric qualities of the Relevance of History Measurement Scale (RHMS), a questionnaire designed to measure students’ beliefs about the relevance of history. Participants were 1459 Dutch secondary school students aged between 12 and 18. Data analysis revealed three reliable factors, compliant with our theoretical framework which defines three strands of relevance of history: relevance for building a personal identity, for citizenship, and for insight into ‘the human condition’. The convergent and known-groups validity of the RHMS was demonstrated. The collected data show that students find history more relevant as they grow older, with most progress taking place between 14 and 16. Out of the three strands of relevance, building a personal identity scores lowest in students’ appraisals. This study shows that the RHMS is psychometrically sound and can be used to evaluate effects of lesson interventions directed at enhancing the relevance of history to students.
DOCUMENT
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. This thesis defines and explores aims and methods that may support teachers and students in making meaningful connections between the past, the present and the future in history class. Measurements with the Relevance of History Measurement Scale (RHMS), which was specifically developed for the purpose of this thesis, revealed that this type of history teaching positively affects students’ views on the relevance of history. This is an important outcome, because young students in particular have difficulty seeing the benefits of studying the past. Enabling them to see the relevance of history may be an important means to stimulate their motivation and engagement, because students’ appreciation of the value of school subjects is key to their commitment in school work.
MULTIFILE
This article argues for an updated theoretical framework in fashion studies. It proposes that perspectives emphasizing the social role and the technological nature of dress should be considered complementary, and that their joint application can contribute to new understandings of fashion history. Employing ethnographic methods, this stance is explored through a comparative analysis of the sartorial practices of two groups of women living or working in Amsterdam during the 1950s and the 2010s. A theoretical framework integrating theories of identity (mainly based on the writings of Georg Simmel and Gabriel Tarde) and the philosophy of technology (in this case the device paradigm of Albert Borgmann) allows us to uncover a paradoxical history of fashion in which clothing shifts roles, transforming from “things of imitation” into “devices of differentiation.”
DOCUMENT
In this episode, I describe some activities on the history of geometry. Geogebra is first used to visualize a primary source from Descartes, and then to create the conchoide of Nicomedes. In the last part the so-called human conchoid is described, a form of embodied cognition to let your students get a grasp of the famous curve.
MULTIFILE
In most teacher training programs for Dutch mathematics teachers, history of mathematics is a required part of the curriculum. The courses provide historical background knowledge of certain mathematical developments to the students. This knowledge could also affect prospective teachers’ views on the nature of mathematics and the pedagogical choices they make for their classrooms. These effects have been examined in a small qualitative research project with two different groups of students from a teacher-training program in Amsterdam. The results are discussed in this paper and can be useful in describing and evaluating the relation between knowledge of history of mathematics and classroom activities.
DOCUMENT
The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction.
DOCUMENT
Information and communications technologies (ICT) can be very important to provide access to urban cultural heritage collections. Urban archives contain a lot of (historical) information about people, places, events, objects, trade and artefacts. Its worthwhile to make this information accessible for a bigger public. The core challenge nowadays is to explore the role and meaning of ICT in disseminating this historical knowledge in public spaces. In this paper, we will research the theoretical background of the information value chain in archival science and of the use and context of new media technologies in public spaces. Our research method was a combination of desk research and a case study, in which new interactive media technologies were used to reconstruct historical images of Amsterdam in public spaces. The case study blended digital historical content with physical interactions to provide a user experience of urban history by using innovative storytelling techniques. The resulting prototype made it possible to disseminate historical information from Amsterdam urban archives.
MULTIFILE
Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers’ PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced.
DOCUMENT
It is a challenge for mathematics teachers to provide activities for their students at a high level of cognitive demand. In this article, we explore the possibilities that history of mathematics has to offer to meet this challenge. History of mathematics can be applied in mathematics education in different ways. We offer a framework for describing the appearances of history of mathematics in curriculum materials. This framework consists of four formats that are entitled speck, stamp, snippet, and story. Characteristic properties are named for each format, in terms of size, content, location, and function. The formats are related to four ascending levels of cognitive demand. We describe how these formats, together with design principles that are also derived from the history of mathematics, can be used to raise the cognitive level of existing tasks and design new tasks. The combination of formats, cognitive demand levels, and design principles is called the 4S-model. Finally, we advocate that this 4S-model can play a role in mathematics teacher training to enable prospective teachers to reach higher cognitive levels in their mathematics classrooms.
DOCUMENT
