Author: Khaleda Zaid
Author: Yousef Eyadat
Author: Salah Hailat
Year of publication: 2018
Source: Show
Pages: 115-124
DOI Address: https://doi.org/10.15804/tner.2018.51.1.09
PDF: tner/201801/tner20180109.pdf

 The primary purpose of this study was to investigate the effect of using a virtual history strategy on the development of historical thinking skills among a sample of undergraduate classroom teachers from one public university located in the middle part of Jordan. To achieve this purpose, a historical thinking test was adapted from Al-Safadi (1999), and applied to one classroom with (54) students who studied Arab world history course during the 2016/2017academic year. The results of the study indicated significant differences (α = 0.05) between the pretest and posttest in the students’ historical thinking as a result of utilizing the virtual history approach. The study was concluded by proposing practical and theoretical recommendations for the field of study.

Alex, A. (2015). Post hoc ergo propter hoc? Using causation diagrams to empower sixth form students in their historical thinking about cause and effect. Teaching History, 161,16-24.
Al-Habbad, M. (2010). Effectiveness of the use of heritage input in the development of certain historical thinking skills with the elementary stage graders in the kingdom of Saudi Arabia. ]ournal of the Educational Association for Social Studies, 28, 126- 156.
Al-Maksousi, A. (2013). Effect of employing Quranic Verses in teaching history on the third-class students in the teachers’ education Institutes. ]ournal of the Educational and Psychological Sciences, 2, 207-272.
Al-Najdi, A. (2013). Effectiveness of teaching a proposed history module in light of the input of scientific miracles of the Holy Quran in developing historical thinking skills with the first secondary students. ]ournal of the Educational and Psychological Sciences (14)1, 281-309.
Al-Safadi, H. (1999). Knowledge Level of the Secondary Stage History Teachers of the Skills of both the Historical Research and Historical Thinking. Unpublished MA Thesis, Yarmouk University, Irbid, ]ordan.
Black, I. (2016). Counter-factualism and its discontent. History Today, 8(66), 7-7.
Buchanan, L. (2015). Fostering historical thinking toward civil rights movement counter-narrative: documentary film in elementary social studies. The Social Studies, 106, 47 56.
Cocks, P. (2016). The improbable three: Virtual history, spirituality and the meaning of may 1940. Agora, 4 (51), 24-33.
Collin, R. (2007). Turning points, bottlenecks, and the fallacies of counterfactual history. Sociological Forum, 22(3), 247-269.
De La Pas, S., & Ramos, P. (2013). Technology-enhanced project based learning: Effect on historical thinking. ]ournal of Special Education Technology, 28(4), 1-4.
De La Pas, S., & Wissinger, D. (2015). Effects of genre and content knowledge on historical thinking with academically diverse high school students. The ]ournal of Experimental Education, 83(1), 110- 129.
Dergham, G. (2015). Proposed program based on digital technology in the social studies for the development of historical thinking and social communication skills with the third preparatory grade students. ]ournal of the Educational Association for Social Studies, 73, 55-74.
Gilly, B. (2013). Using virtual history conference to teach the Iraq war. ]ournal of Political Science Education, 9, 222-235.
Hall, M. (2013). Effectiveness of a proposed program based on e-learning for developing historical thinking skills with the student teacher at the education colleges. ]ournal of the Educational Association for Social Studies, 4, 171-223.
Mansour, R. (2011). Effectiveness of the use of the six thinking hats strategy in history teaching for the development of the historical thinking with the teacher Students. ournal of the Educational Association for Social Studies, 3, 156- 183.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart