historical thinking

  • The Effect of Using a Virtual History Strategy on the Development of Historical Thinking Skills for Undergraduate Classroom Teachers

    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.

  • Development of Portfolio Assessment to Measure the Student’s Skill of Using Primary Source Evidence

    Author: Tri Zahra Ningsih
    Author: Sariyatun
    Author: Leo Agung Sutimin
    Year of publication: 2019
    Source: Show
    Pages: 101-113
    DOI Address: https://doi.org/10.15804/tner.
    PDF: tner/201902/tner5608.pdf

    The study aims to develop a portfolio assessment to measure the student’s skill of using primary source evidence in historical learning. The portfolio assessment was developed based on Seixas’ concept of historical thinking. The portfolio assessment consists of essay test and interview guide, which has proved to be valid and reliable. The developed portfolio assessment can be used to depict the student’s skills to organize information from historical documents or other written resources, and then reconstruct it as historical narratives. The developed portfolio assessment can be posited as an alternative evaluation mode for history teachers.

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