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Historical Thinking Skills – The Forgotten Skills?
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Nov 9, 2015
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Abstract
This article explains the discipline structure of History subject in Malaysia. The discipline consists of five concepts: Historical Inquiry, Historical Information Gathering, Historical Thinking Skills (HTS), Historical Explanation, Understanding History and Empathy. Among the five concepts, this article discusses HTS which has been specifically emphasizes in the curriculum. Inclusive in the discussion is the meaning of HTS and the skills it covers - Understanding Chronology, Discovering Historical Evidence, Interpretation, Imagination and Rationalize Facts; its present application in the teaching of history in the classroom, the possibility of its inculcation in the teaching, and the significance of HTS if taught to the younger generation.Â
Keywords: Historical Thinking Skills, History Teaching, History Learning, Historical InquiryÂ
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Historical Thinking Skills – The Forgotten Skills?. (2015). International Journal of Learning and Teaching, 7(1), 15–23. https://doi.org/10.18844/ijlt.v7i1.3
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References
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Talin, R. (2014b) An Investigation of the Teaching and Learning Practice of History in Secandary Schools: A Case Study. International Conference on Education and Social Sciences Prosiding, 3-5 February 2014, Istanbul Turkey.
Van Drie, J., & Van Boxtel, C. (2004). Historical reasoning: A comparison of how experts and novices contextualise historical sources. International Journal of Historical Learning, Teaching and Research, 4(2), 84-91.
Warren, W. J. 2007. Closing the Distance Between Authentic History Pedagogy and Everyday Classroom Practice. The History Teacher, 40(2).
White, P. L. (2002). Reflections on Forty-Odd years of Teaching History and on Training Prospective PhDs to Do So. The History Teacher. 35(4). Online Journal.
Wilen, W.W. (1991) Questioning Skills for teachers (3rd. edition) Washington DC: National Education Association.
Wineburg, S. (2000). Making Historical Sense. In Stearns, P.N. Seixas, P. and Wineburg, S. (eds). Knowing Teaching and Learning History: National and International Perspectives, 307-325. New York: New York University Press.
Bain, R.B. (2000). Into the Breach: Using Research and Theory to Shape History Instruction. In Stearns, P. N., Seixas, P., and Wineburg, S. (eds) Knowing Teaching and Learning History: National and International Perspectives. New York: New York Press. 331-352.
Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Cercadillo, L. (2006). 'Maybe they haven't decided yet what is right:'English and Spanish perspectives on teaching historical significance. Teaching History, (125), 6.
Cole, E. A., & Barsalou, J. (2006). Unite or divide. The challenges of teaching history in societies emerging from violent conflict.
Copper, H., & Dilek, D. (2004). Children’s Thinking in History: Analysis of a History Lesson Taught to 11 Years Olds at Ihsan Sungu School, Istanbul. International Journal of Historical Learning, Teaching and Research, 4(2). Online Journal.
Curriculum Development Centre, 2003. History Curriculum. Ministry of Education: Malaysia
Dilek, D., & Yapici, G. (2005). The Use of Stories in the Teaching of History. International Journal of Historical Learning, Teaching and Research, 5(2). Online Journal.
Doreen, Tan. (2004). Singapore Teachers’ Characterisation of Historical Interpretation and Enquiry: Enhancing Pedagogy and Pupils’ Historical Understanding. International Journal of Historical Learning, Teaching and Research, 4(2). Online Journal.
Drake, F. D., & Brown, S. D. (2003). A systematic approach to improve students' historical thinking. History Teacher, 465-489.
Felder, R. M., & Brent, R. (2003). Learning by doing. Chemical engineering education, 37(4), 282-309.
Fink, N. (2004). Pupils’ conceptions of history and history teaching. Analysis,17, 9.
Fisher, R. (1998). Teaching Thinking : Philosophical Enquiry in the Classroom. Cassell : London.
Haydn, T., Arthur, J., & Hunt, M. (2001). Learning to Teach History in the Secondary School. 2nd edition. London: Routledge.
Lee, P. & Ashby, R. (1999). The Pittsburg Conference on Teaching, Knowing and Learning History. Teaching History. 97, 13-15
Lowenthal, D. (2000). Dilemmas and Delights of Learning History. In Stearns, P. N., Seixas, P., and Wineburg, S. (eds) Knowing Teaching and Learning History: National and International Perspectives. New York : New York Press. 63-82.
McGonigal, K. (2005). Teaching for Transformation: From learning theory to teaching strategies. Newsletter on Teaching, 14(2). Online Journal.
Talin, R. (2014a). The Teaching of History in Secondary Schools. International Journal of Social Science and Humanities Research, 2(3), 723, -78.
Talin, R. (2014b) An Investigation of the Teaching and Learning Practice of History in Secandary Schools: A Case Study. International Conference on Education and Social Sciences Prosiding, 3-5 February 2014, Istanbul Turkey.
Van Drie, J., & Van Boxtel, C. (2004). Historical reasoning: A comparison of how experts and novices contextualise historical sources. International Journal of Historical Learning, Teaching and Research, 4(2), 84-91.
Warren, W. J. 2007. Closing the Distance Between Authentic History Pedagogy and Everyday Classroom Practice. The History Teacher, 40(2).
White, P. L. (2002). Reflections on Forty-Odd years of Teaching History and on Training Prospective PhDs to Do So. The History Teacher. 35(4). Online Journal.
Wilen, W.W. (1991) Questioning Skills for teachers (3rd. edition) Washington DC: National Education Association.
Wineburg, S. (2000). Making Historical Sense. In Stearns, P.N. Seixas, P. and Wineburg, S. (eds). Knowing Teaching and Learning History: National and International Perspectives, 307-325. New York: New York University Press.