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International Journal of Historical Learning Teaching and Research Volume 12.1 INTERNATIONAL JOURNAL OF HISTORICAL LEARNING TEACHING AND RESEARCH December 2013 www.history.org.uk December 2013 International Journal of Historical Learning, Teaching and Research EDITORS Hilary Cooper, University of Cumbria, UK Jon Nichol, The Historical Association, UK Robert Guyver, University of St. Mark and St. John, Plymouth, UK ASSOCIATE EDITORS Terry Epstein, City University, New York, USA Katherine Burn, Institute of Education, London, UK Arthur Chapman, Edge Hill University, UK EDITORIAL ADVISORY BOARD The revised membership of the Editorial Advisory Board will be published in the next edition, IJHLTR, 13.1. International Journal of Historical Learning, Teaching and Research is subject to a peer review process and is published twice a year: May/June and October/December. Editorial correspondence should be addressed to: [email protected] and [email protected] Submission of articles Full details of the form, layout and referencing conventions for articles to be submitted are included at the end of this edition. Advertising Full page/half page: enquiries to - telephone: [+44] 020 7820 5985 Annual Institutional subscription This will be for individual institutions. In 2013 the Historical Association will publish details of institutional membership for its on-line educational journals and related resources, including IJHLTR. Annual personal subscription Personal subscription to the Historical Association includes access to IJHLTR current and previous editions. To join the Historical Association please go to: http://www.history.org.uk/member/register.php Back issues These are posted on the Historical Association website www.history.ork.uk and are downloadable for Historical Association members. Delegates to the History Educators International Research Network [HEIRNET] annual conference receive a complimentary downloadable copy of the journal. INTERNATIONAL JOURNAL OF HISTORICAL LEARNING, TEACHING AND RESEARCH Vol 12.1 CONTENTS Editorial pp 03 - 04 Sweden pp 05 - 15 Ethical Values and History: a mutual relationship? Niklas Ammert, Linnaeus University (Kalmar) Australia pp 16 - 27 Teaching History Using Feature Films: practitioner acuity and cognitive neuroscientific validation Debra Donnelly, University of Newcastle Greece pp 28 - 58 The Difficult Relationship Between the History of the Present and School History in Greece: cinema as a ‘deus ex machina’. Results arising from research with students George Kokkinos, University of the Aegean (Rhodes, Greece) Panayotis Kimourtzis, University of the Aegean (Rhodes, Greece) Elli Lemonidou, University of Patras (Patras, Greece) Panayotis Gatsotis, University of the Aegean (Rhodes, Greece) Petros Trantas, University of the Aegean (Rhodes, Greece) United States of America pp 59 - 70 Social Studies Use of Film: a research study William B. Russell III, Joshua Kenna and Cyndi Mottola Poole, University of Central Florida (Orlando) Croatia pp 71 - 86 The Role of Visual Tools in the Process of Teaching and Learning History: an analysis of Croatian Humanistic Secondary school Text Books Rona Bušljeta, University of Zagreb Hungary pp 87 - 106 The Image of the Arabs in Hungarian History Textbooks and History Teaching Csaba Fazekas, University of Miskolc Spain pp 107 - 120 Eurocentric History in Spanish Textbooks Manuel Pousa, Instituto de Educación Secundaria les (IES) de Mugardos (A Coruña) and Ramón López Facal, University of Santiago de Compostela Portugal pp 121 - 136 Challenging Students’ Ideas on Historical Evidence by Using Heritage Remains in Field Activities Helena Pinto, CIEd (Centro de Investigação em Educação [Centre for Research in Education]), University of Minho (Braga) INTERNATIONAL JOURNAL OF HISTORICAL LEARNING, TEACHING AND RESEARCH Vol 12.2 1 INTERNATIONAL JOURNAL OF HISTORICAL LEARNING, TEACHING AND RESEARCH Vol 12.1 Portugal pp 137 - 145 Portuguese Primary School Pupils’ Ideas about Historical Evidence using Old Newspapers as Sources Glória Solé, University of Minho (Braga) The Netherlands pp 146 - 168 Discussing Historical Significance in the Class room: ‘But why is this so important?’ Jannet van Drie, Carla van Boxtel and Brenda Stam, Research Institute of Child Education, University of Amsterdam United States of America pp 169 - 178 The Dilemma of a Divided City: students’ solutions towards the Berlin debate Jeffrey M. Byford, University of Memphis Brian K. Horn, Colorado Mesa University (Grand Junction) United Kingdom (England) pp 179 - 198 A Critical Comparison of the 2013 draft English Curriculum with Current High School Practice Joe Smith, Edge Hill University (Ormskirk) INTERNATIONAL JOURNAL OF HISTORICAL LEARNING, TEACHING AND RESEARCH Vol 12.2 2 INTERNATIONAL JOURNAL OF HISTORICAL LEARNING, TEACHING AND RESEARCH Vol 12.1 EDITORIAL Jon Nichol, Historical Association, London, UK What we teach in history, and how we teach it remains at the top of a world-wide discourse, national agenda, school education and children’s development as young citizens. It is equally significant for the orientation and education of their teachers, and for that of their parents, their communities and the wider society. Values and history – Sweden The International Journal of Historical Learning, Teaching and Research Vol 12.1 begins with Niklas Ammert’s research investigating what is meant by ‘values’, why students in Sweden are interested in ethical values, how they see values as related to history. He also examines how values are presented in Swedish textbooks in ways which connect present, past and future. Film and History – Australia, Greece, Florida The following three papers explore the ways in which feature film can be used effectively in History Education. Debra Donnelly reports on research into the ways in which cognitive neuroscience affirms and develops teachers’ use of historical feature films in Australia. Such films were found to be an engaging and memorable basis for later debates. Neuroscience explains how the multimodal and multi-sensory experience of film relates audio and visual memory in different ways and how multiple representations stimulate higher order thinking. However, her research also identifies the need that many teachers have for further understanding of how to analyse the semiotics of film, which manipulate the viewers’ experience, before they are able to use this medium to intervene, discuss and resolve conflicts portrayed in film with students. The paper discusses ways in which, based on neuroscience, teachers can learn this understanding through a ‘cognitive apprenticeship framework’, and so develop their students’ historical skills. In Greece the research of George Kokkinos and his colleagues (Panayotis Kimourtzis, Elli Lemonidou, Panayotis Gatsotis, and Petros Trantas) also investigates the ways in which film can contribute to History Education, which are endorsed by neuroscience. They argue that history must include the use of new technologies and also that the study of the past must continue until the present. They show how audio-visual technologies generate critical, oral and visual literacy, which makes it possible to engage with the past in a variety of new ways. After tracing the historical narration of the past in German and French cinema since World War II they investigate the extent to which cinema, blended with other techniques, can promote students’ historical understanding. William B. Russell III and his colleagues (Joshua Kenna and Cyndi Mottola Poole) also argue that, although the use of film can promote students’ historical understanding in many ways, teachers need training in how to use film to teach history. They explore the ways in which Social Studies teachers in the United States use film and find a statistically significant difference between teachers who had formal training on how to use film, compared with teachers who had no such training. The nature of appropriate training and its objectives is discussed, drawing on a review of literature on the use of film in social studies . Textbooks and history – Croatia, Hungary, Spain The following group of papers analyse and evaluate textbooks in Croatia, Hungary and Spain, both the selection of different kinds of content, the ways in which it is presented and critical evaluation of the ways in which it is used by teachers. INTERNATIONAL JOURNAL OF HISTORICAL LEARNING, TEACHING AND RESEARCH Vol 12.2 3 INTERNATIONAL JOURNAL OF HISTORICAL LEARNING, TEACHING AND RESEARCH Vol 12.1 Rona Bušljeta emphasizes the importance of visual images in textbooks. She explores their role in synthesizing mental and emotional associations which extend pupils’ active learning and suggests criteria for selecting visual images which can extend pupils’ historical understanding. Based on these criteria she evaluates Croatian history textbooks. Csaba Fazekas analyses Hungary’s textbooks, in order to investigate the ways in which post Communist textbooks aim to develop toleration, through a positive view of ‘the others’, and in the context of this paper, of Islamic culture. This involves learning to understand Islamic culture using different kinds of sources. They suggest that this approach should apply to other subjects and include the media and life outside school. Their research investigates the representation of Islam in the most widely used secondary school textbook, based on specific criteria. Manuel Pousa and Ramón López Facal similarly consider ways in which current history textbooks in Spain broaden the dimensions of history education and encourage students to view the
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