history education

  • Towards micro-history – new look at the family history

    Author: Joanna Maria Garbula
    Year of publication: 2015
    Source: Show
    Pages: 63-72
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.05
    PDF: tner/201501/tner20150105.pdf

    The article is dedicated to the problems of history education in the early school years, a question which until now has been almost neglected in literature. Studies on constructing the historical senses of primary school pupils can help, if only partially, to fill in this gap. Two aspects are discussed: historical senses constructed in the context of educational situations (focusing on the content, developed around the teacher, concentrated on pupils’ knowledge) and historical senses constructed by pupils via narration. By analyzing the research material, the author was able to distinguish the subjective senses and meanings which pupils participating in the study assigned to spheres of private life and to spheres which are manifestations of grand history in private stories.

  • Method to Teach Korean History to Migrant Brides in Korea from China, Vietnam, and Japan

    Author: Hyoung-Jin Moon
    Institution: DongDuk Women’s University, Seoul
    Author: Jong-Ho Nam
    Institution: Hankuk University of Foreign Studies
    Year of publication: 2020
    Source: Show
    Pages: 103-114
    DOI Address: https://doi.org/10.15804/tner.20.62.4.09
    PDF: tner/202004/tner6209.pdf

    To find a more effective teaching method, the acceptance of migrant brides from China, Vietnam, and Japan of Korean history was investigated using the survey method. Four types of teaching methods were investigated. Before participating in the survey, migrant brides from Vietnam preferred the cramming teaching method (CTM), and those from China and Japan favored an audiovisual teaching method (ATM). However, after experiencing four types of teaching methods for a week—the CTM, ATM, comparative-history teaching method (CHTM), and discussion teaching method (DTM)—participants from Vietnam indicated the highest preference for ATM, whereas those from Japan and China preferred CHTM. Ultimately, this study demonstrated that a comparative-history teaching method is most effective for teaching migrant brides from countries with a history of recurrent cultural conflicts with Korea.

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