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Modernity and postmodernity in history teaching
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Publisher: Editura Universitară
Author: Felicia Elena Boşcodeală
Edition: I
Pages: 200
Publisher year: 2025
ISBN: 978-606-28-1948-4
DOI: 10.5682/9786062819484
Product Code:
9786062819484
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List of figures, tables, abbreviations and annexes/11
Foreword /15
Argument/17
SECTION ONE
THEORETICAL FOUNDATION
Chapter 1. Postmodernity, postmodernism, didactic transposition/23
1.1. Conceptual delimitations/23
1.2. Postmodernity, postmodernism and the sciences of education/25
1.3. Didactic transposition/31
1.4. Conclusions Chapter 1/34
Chapter 2. Teaching history at the end and beginning of the millennium/36
2.1. The beginnings of Romanian historical education/36
2.2. Teaching history in the 21st century/41
2.3. The role of European institutions in teaching and learning history/51
2.4. Conclusions Chapter 2/56
Chapter 3. Didactic principles and their usefulness in the process of teaching and learning history/58
3.1. The principle of multiperspectivity /58
3.1.1. Definition, characteristics, dimensions/58
3.1.2. Advantages and limits of using multiperspectivity in history/63
3.1.3. Stages in using multiperspectivity in history/66
3.1.4. Strategies and opportunities for using multiperspectivity/67
3.1.5. Conclusions related to the use of multiperspectivity/68
3.1.6. Connections with the theory of multiple intelligences/69
3.2. History as a postmodern narrative principle in teaching history/73
3.2.1. Definition, characteristics/73
3.2.2. History as a narrative and the connection with postmodernism/76
3.2.3. Stages of narrative/80
3.3. Teaching Sensitive and Controversial Issues of History/84
3.4. The Principle of Quantitative Balance/87
3.5. The Principle of Cause and Effect and the Chronological Principle/88
3.6. Conclusions Chapter 3/89
SECTION TWO
RESEARCH METHODOLOGY
Chapter 4. Research Strategy/93
4.1. Research Problem Definition/93
4.2. Research Purpose and Objectives/94
4.3. Research Hypotheses/95
4.4. Study 1: Analysis of Students’ and Teachers’ Perceptions Regarding History Teaching-Learning/96
4.5. Study 2: Teachers’ Interpretations Regarding the History Teaching-Learning-Evaluation Process/97
4.6. Population and Research Group/98
4.7. Research Limitations/99
4.8. Conclusions Chapter 4/100
Chapter 5. Research Results/101
5.1. Study 1: Research Results/101
5.1.1. Questionnaire for high school students and the one addressed to history teachers/101
5.1.2. Structuring the questionnaire items and validating them using the Cronbach Alpha reliability coefficient/106
5.1.3. Research results for the common items of the two questionnaires/108
5.1.4. Research results on the usefulness of the history textbook /110
5.1.5. Research results on the usefulness of history aids/
5.1.6. Research results on the associations between the perceptions of teachers and students /113
5.1.7. Identifying associations between teachers' perceptions regarding the time needed through framework plans for the training of key competencies/121
5.1.8. Determining the associations between the usefulness of multiperspectivity and teaching resources/122
5.1.9. Research results on the association of teachers' responses to the application of European recommendations/126
5.1.10. Research results for teachers according to specific demographic dimensions/
5.1.11. Conclusions Study 1/139
5.2. Study 2: Teachers' interpretations of the teaching-learning-evaluation process of history in the last 30 years/142
5.2.1. Focus group/142
5.2.2. Interview/150
5.3. Conclusions Study 2/169
Chapter 6. Research product: Guide to good practices for history teachers/170
6.1. Argument in support of the compilation of the guide /170
6.2. Objectives of the guide to good practices/171
6.3. Structure of the guide to good practices/171
6.3.1. Argument/171
6.3.2. European documents on teaching and learning of history/173
6.3.3. Development and presentation of model curriculum design documents for the history discipline/175
6.3.4. Examples of learning activities that use the principle of multiperspectivity/179
6.3.5. Examples of open educational resources and their use in the history discipline/182
6.4. Conclusions Chapter 6/184
Chapter 7. Conclusions and recommendations/185
7.1. Analysis of results/185
7.2. Recommendations/188
7.3. Final conclusions/188
Bibliography/190
Appendices/199
Foreword /15
Argument/17
SECTION ONE
THEORETICAL FOUNDATION
Chapter 1. Postmodernity, postmodernism, didactic transposition/23
1.1. Conceptual delimitations/23
1.2. Postmodernity, postmodernism and the sciences of education/25
1.3. Didactic transposition/31
1.4. Conclusions Chapter 1/34
Chapter 2. Teaching history at the end and beginning of the millennium/36
2.1. The beginnings of Romanian historical education/36
2.2. Teaching history in the 21st century/41
2.3. The role of European institutions in teaching and learning history/51
2.4. Conclusions Chapter 2/56
Chapter 3. Didactic principles and their usefulness in the process of teaching and learning history/58
3.1. The principle of multiperspectivity /58
3.1.1. Definition, characteristics, dimensions/58
3.1.2. Advantages and limits of using multiperspectivity in history/63
3.1.3. Stages in using multiperspectivity in history/66
3.1.4. Strategies and opportunities for using multiperspectivity/67
3.1.5. Conclusions related to the use of multiperspectivity/68
3.1.6. Connections with the theory of multiple intelligences/69
3.2. History as a postmodern narrative principle in teaching history/73
3.2.1. Definition, characteristics/73
3.2.2. History as a narrative and the connection with postmodernism/76
3.2.3. Stages of narrative/80
3.3. Teaching Sensitive and Controversial Issues of History/84
3.4. The Principle of Quantitative Balance/87
3.5. The Principle of Cause and Effect and the Chronological Principle/88
3.6. Conclusions Chapter 3/89
SECTION TWO
RESEARCH METHODOLOGY
Chapter 4. Research Strategy/93
4.1. Research Problem Definition/93
4.2. Research Purpose and Objectives/94
4.3. Research Hypotheses/95
4.4. Study 1: Analysis of Students’ and Teachers’ Perceptions Regarding History Teaching-Learning/96
4.5. Study 2: Teachers’ Interpretations Regarding the History Teaching-Learning-Evaluation Process/97
4.6. Population and Research Group/98
4.7. Research Limitations/99
4.8. Conclusions Chapter 4/100
Chapter 5. Research Results/101
5.1. Study 1: Research Results/101
5.1.1. Questionnaire for high school students and the one addressed to history teachers/101
5.1.2. Structuring the questionnaire items and validating them using the Cronbach Alpha reliability coefficient/106
5.1.3. Research results for the common items of the two questionnaires/108
5.1.4. Research results on the usefulness of the history textbook /110
5.1.5. Research results on the usefulness of history aids/
5.1.6. Research results on the associations between the perceptions of teachers and students /113
5.1.7. Identifying associations between teachers' perceptions regarding the time needed through framework plans for the training of key competencies/121
5.1.8. Determining the associations between the usefulness of multiperspectivity and teaching resources/122
5.1.9. Research results on the association of teachers' responses to the application of European recommendations/126
5.1.10. Research results for teachers according to specific demographic dimensions/
5.1.11. Conclusions Study 1/139
5.2. Study 2: Teachers' interpretations of the teaching-learning-evaluation process of history in the last 30 years/142
5.2.1. Focus group/142
5.2.2. Interview/150
5.3. Conclusions Study 2/169
Chapter 6. Research product: Guide to good practices for history teachers/170
6.1. Argument in support of the compilation of the guide /170
6.2. Objectives of the guide to good practices/171
6.3. Structure of the guide to good practices/171
6.3.1. Argument/171
6.3.2. European documents on teaching and learning of history/173
6.3.3. Development and presentation of model curriculum design documents for the history discipline/175
6.3.4. Examples of learning activities that use the principle of multiperspectivity/179
6.3.5. Examples of open educational resources and their use in the history discipline/182
6.4. Conclusions Chapter 6/184
Chapter 7. Conclusions and recommendations/185
7.1. Analysis of results/185
7.2. Recommendations/188
7.3. Final conclusions/188
Bibliography/190
Appendices/199
“The further back you can look into the past, the further you will be able to look into the future”, said Winston Churchill. In this note, we welcome the appearance of a work that brings to the forefront the formative potential of the study of history, in a socio-political context marked by global crises.
Starting from the understanding of history as “a comprehensive sphere, a science of synthesis, multidimensional, but also humanistic” (Gruber, 2016), the author brings together in a conclusive theoretical and applied synthesis numerous aspects related to the understanding of history in recent decades and the teaching of history in schools. The book capitalizes on a doctoral thesis, in which the author hybridized her research in the field of history with multidisciplinary and interdisciplinary teaching approaches. Although it is primarily addressed to teachers who teach history in middle school and high school, the book is a resource for teachers from various curricular areas, but also for other education specialists.
In particular, history and social science teachers find in the book answers to the question "How do we rethink the teaching and assessment of history learning?" and useful resources for curriculum design, the design of learning experiences, didactic approaches and evaluation. A nuanced and critical understanding of history requires inter- and transdisciplinary approaches, the courage to address sensitive topics, but also the development of transversal capacities. Education specialists will have many topics for reflection and action. For example, the work signals the fact that, although at the curricular or - declaratively - didactic level, European and international principles are known, they are not found as part of didactic practice and identifies areas where there is a rupture between educational policy documents, the curriculum, teachers' discourses and didactic practices.
In general, readers find valuable ideas for the current educational and socio-political context, from which we emphasize the promotion of multiple perspectives and the approach to sensitive issues in the teaching and understanding of history. These two approaches are essential reading grids for schools and for the current socio-political context for two main reasons. The first is that adolescence represents a critical period for the formation of young people's political identities, and the nuanced and critical way in which they learn and understand history represents a precondition for their democratic behaviors as adults. The second is that we are witnessing a global phenomenon of "democratic recession" among young people (Diamond, 2015) and political instability, including in systems with consolidated democracies.
As a reader, I found Winston Churchill's message about the relationship between the past and the future implicitly infused in the book. In other words, a resource that we greatly need!
Starting from the understanding of history as “a comprehensive sphere, a science of synthesis, multidimensional, but also humanistic” (Gruber, 2016), the author brings together in a conclusive theoretical and applied synthesis numerous aspects related to the understanding of history in recent decades and the teaching of history in schools. The book capitalizes on a doctoral thesis, in which the author hybridized her research in the field of history with multidisciplinary and interdisciplinary teaching approaches. Although it is primarily addressed to teachers who teach history in middle school and high school, the book is a resource for teachers from various curricular areas, but also for other education specialists.
In particular, history and social science teachers find in the book answers to the question "How do we rethink the teaching and assessment of history learning?" and useful resources for curriculum design, the design of learning experiences, didactic approaches and evaluation. A nuanced and critical understanding of history requires inter- and transdisciplinary approaches, the courage to address sensitive topics, but also the development of transversal capacities. Education specialists will have many topics for reflection and action. For example, the work signals the fact that, although at the curricular or - declaratively - didactic level, European and international principles are known, they are not found as part of didactic practice and identifies areas where there is a rupture between educational policy documents, the curriculum, teachers' discourses and didactic practices.
In general, readers find valuable ideas for the current educational and socio-political context, from which we emphasize the promotion of multiple perspectives and the approach to sensitive issues in the teaching and understanding of history. These two approaches are essential reading grids for schools and for the current socio-political context for two main reasons. The first is that adolescence represents a critical period for the formation of young people's political identities, and the nuanced and critical way in which they learn and understand history represents a precondition for their democratic behaviors as adults. The second is that we are witnessing a global phenomenon of "democratic recession" among young people (Diamond, 2015) and political instability, including in systems with consolidated democracies.
As a reader, I found Winston Churchill's message about the relationship between the past and the future implicitly infused in the book. In other words, a resource that we greatly need!
Prof. univ. dr. Cătălina Ulrich Hygum
University of Bucharest, Faculty of Psychology and Educational Sciences
National Coordinator ICCS (International Civic and Citizenship Education Study 2022, 2027)
Council of Europe Expert European Civic Education Area
University of Bucharest, Faculty of Psychology and Educational Sciences
National Coordinator ICCS (International Civic and Citizenship Education Study 2022, 2027)
Council of Europe Expert European Civic Education Area
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