The purpose of this study was to determine if the use of primary source historical documents used in conjunction with the heuristics associated with historical reasoning (sourcing, corroboration, and contextualization) would lead to a subsequent development of historical empathy. Three intact groups (already formed history classes) from Northeast High School in Philadelphia, Pennsylvania were studied throughout a baseline and four trials for this study. One group was designated as the experimental condition and received primary source historical documents as well as scaffolding of the historical reasoning heuristics of sourcing, corroboration, and contextualization. The next group was designated as the comparison condition which received the primary source historical documents but no scaffolding on the aforementioned heuristics. The final group was designated as the control condition and received traditional textbook instruction throughout the four main trials of the study. Results showed that mean scores of the heuristics involved in historical reasoning as well as historical empathy increased simultaneously for the experimental as well as the comparison group throughout the study, with the experimental group showing the highest mean gains. However, whether training in the historical reasoning heuristics of sourcing, corroboration, and contextualization lead to historical empathy cannot be conclusively proven from this current study. / Educational Psychology

Historical empathy as a didactic tool in teaching about the Holocaust: A qualitative study on history teachers' didactic design of Holocaust education and challenges they see in relation to this teaching.  The author of the study, which includes 44 pages, is Marcus Johannesson. The survey is aimed at teaching about the Holocaust in a Swedish school context. It was carried out against the background of research that has highlighted that students have difficulties in understanding the Holocaust and its circumstances. Considering this, the aim is to contribute with increased knowledge about how teachers handle teaching about the Holocaust and how they believe that such teaching should be designed to develop students' learning. Furthermore, the aim is to investigate what challenges teachers see in relation to teaching about the Holocaust, as well as how historical empathy as a didactic tool can be helpful for history teachers in their teaching. Another aspect that is important for teachers' teaching about the Holocaust is that anti-Semitic expressions are increasing in society. This is because of the ongoing conflict between Israel and Hamas in Gaza. The theory that is therefore applied in this study is Jason Endacott's definition of historical empathy, namely a concept that contains the three aspects of historical context, perspective taking and emotional attachment. The conclusion is that the interviewed teachers' design of Holocaust education to varying extents contains the three aspects of historical empathy, which can improve students' opportunities to understand and learn about the genocide. More conclusions are that the teaching needs to be adapted depending on the student group due to social development, that myths and misconceptions about the Holocaust occur in the respondents' classrooms and that historical empathy as a didactic tool can be helpful for current and future history teachers.

PRIMARY PUPILSʼ HISTORICAL THINKING Abstract This thesis deals with development of childrenʼs historical thinking in primary school. At the beginning of the theses, changes in the Czech history curriculum are presented. Moreover, it discusses psychological relations of historical thinking and introduces important Czech and foreign works presenting researches in this field of study. The thesis depicts the course of the qualitative research focusing on the level of historical thinking skills of the fifth graders, especially their historical understanding. The research also contains four lesson plans including special tasks for children. At the end of the thesis, the influence of these tasks on childrenʼs historical thinking is examined and described. The suggested methods should be not only an inspiration source for teachers, but also a possible way of development of historical thinking of primary school pupils. Key words: historical thinking, historical inquiry, evidence and artefacts, child as a historian, historical inquiry question, history at school Vedoucí diplomové práce: Ing. Michaela Dvořáková Autor diplomové práce: Karolína Kopecká Studijní obor: učitelství pro 1. stupeň ZŠ Forma studia: prezenční Diplomová práce dokončena: červen, 2012

This paper explores the potential of historical simulation games to nurture historical consciousness. Merging the subject of history and game studies, the material analyzed is the digital game Crusader Kings 2 as well as player created narratives spawned from it. The paper uses a mixed method from game study and history didactics, and theories of historical consciousness to interpret the material. The study shows that the potential to develop historical consciousness do exist in the historical simulation game, and that the narratives that players create from play contain signs of historical consciousness. The study opens up the field for future case studies where the development of historical consciousness through historical simulation can be tested in a formal school setting. / Denna studie undersöker potentialen hos historiska simulationer i digitala spel att utveckla historiemedvetande. Ämnet historia och spelstudier blandas i denna uppsats där det digitala spelet Crusader Kings 2 och tillhörande spelarskapade narrativ undersöks. Studien använder en blandad metod från spelstudier och historiedidaktik. Teorier om historiemedvetande används för att tolka materialet. Undersökningen visar att det finns potential för detta historiska simulationsspel att utveckla historiemedvetande. Den visar även att tecken på historiemedvetande syns i de spelarskapade narrativen. Studien öppnar upp för framtida fallstudier där utvecklingen av historiemedvetande genom historisk simulation kan testas i formell skolmiljö.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-01-10T11:31:34Z No. of bitstreams: 1 Bruno Soeiro Vieira.pdf: 1942399 bytes, checksum: e05f53bbeb7b51a212004be3a3c32223 (MD5) / Made available in DSpace on 2017-01-10T11:31:35Z (GMT). No. of bitstreams: 1 Bruno Soeiro Vieira.pdf: 1942399 bytes, checksum: e05f53bbeb7b51a212004be3a3c32223 (MD5) Previous issue date: 2016-12-14 / The right to the urban environment, as a fundamental right of the human being, must be protected by the state and by society in a joint and harmonious action. In the cities environment, the theme of the built cultural heritage that compose the scenario of Brazilian historical cities requires attention. These isolated buildings and urban settlements more clearly represent urban identity and memory and their study makes it possible to understand how the spatial configuration process of cities, their historical evolution, the actors that constructed it and the socioeconomic context which buildings were built. Therefore, it is understood that the protection of built cultural real estate located in Brazilian cities must be carried out through all legal instruments in force in the Brazilian urban planning order. However, it is understood that the legal instrument of historical-cultural preservation, although important, is insufficient to effectively protect the built cultural patrimony, which is so important to the preservation of the memory and identity of Brazilian cities. Thus, it is necessary that alternative instruments are also used in order to improve the protection of the urban environment in the artificial and cultural aspects. From this evidence, this academic thesis decided to investigate the use of municipal taxes in the extra-fiscal perspective with the purpose of stimulating the preservation, conservation and restoration of the set of cultural properties built of significant historical and cultural value located in the historical cities scattered throughout the country in which there are Urban groups listed by the National Historical and Artistic Heritage Institute (IPHAN) / O direito ao meio ambiente urbano, enquanto um direito fundamental do ser humano, precisa ser tutelado pelo Estado e pela sociedade em uma ação conjunta e harmoniosa. No ambiente citadino, merece atenção a temática concernente ao patrimônio cultural edificado que compõem o cenário das cidades históricas brasileiras. Tais imóveis isolados e os conjuntos urbanos representam, de modo mais contundente, a identidade e a memória urbana e seu estudo torna possível entender como aconteceu o processo de configuração espacial das cidades, sua evolução histórica, os atores que a compuseram e o contexto socioeconômico no qual as edificações foram erguidas. Então, considera-se que a proteção dos bens imóveis culturais edificados localizados nas cidades brasileiras precisa ser realizada através de todos os instrumentos jurídicos vigentes na ordem urbanística brasileira. No entanto, compreende-se que o instrumento jurídico do tombamento, apesar de importante, é insuficiente à efetiva proteção do patrimônio cultural edificado, este que é tão importante à conservação da memória e da identidade das cidades brasileiras. Assim, é necessário que instrumentos alternativos sejam também utilizados objetivando aprimorar a salvaguarda do meio ambiente urbano nos aspectos artificial e cultural. A partir desta evidenciação, esta tese se propôs a investigar a utilização dos tributos municipais na perspectiva extrafiscal objetivando estimular a preservação, a conservação e a restauração do acervo de imóveis culturais edificados de significativo valor histórico-cultural situados nas cidades históricas espalhados pelo país nas quais existem conjuntos urbanos tombados pelo Instituto do Patrimônio Histórico e Artístico Nacional (IPHAN)

Submitted by Edinalva Aguiar (dinaguiar@gmail.com) on 2014-02-05T11:11:32Z No. of bitstreams: 1 Tese Edinalva Padre Aguiar.pdf: 3669776 bytes, checksum: ca4c774f42a825af98cac40ee44ab570 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-02-10T13:51:02Z (GMT) No. of bitstreams: 1 Tese Edinalva Padre Aguiar.pdf: 3669776 bytes, checksum: ca4c774f42a825af98cac40ee44ab570 (MD5) / Made available in DSpace on 2014-02-10T13:51:02Z (GMT). No. of bitstreams: 1 Tese Edinalva Padre Aguiar.pdf: 3669776 bytes, checksum: ca4c774f42a825af98cac40ee44ab570 (MD5) / Este trabalho insere-se no campo da educação histórica, cuja preocupação fundamental é compreender a construção do pensamento histórico e o desenvolvimento da consciência histórica de crianças e jovens. Tem como objeto de estudo o processo de ensino e aprendizagem de História e sua relação com a consciência histórica. Seu objetivo principal foi analisar se os alunos utilizam o conhecimento histórico como instrumento de construção de sentidos de orientação temporal em suas vidas práticas. A conceituação de consciência histórica aqui assumida é do teórico alemão Jörn Rüsen (2001, p. 58-59), para quem ela é o “[...] modo pelo qual a relação dinâmica entre experiência do tempo e a intenção no tempo se realiza no processo da vida humana.” Os dados foram coletados em 2011 por meio da aplicação de instrumento escrito, constituído por questões de respostas abertas. Os sujeitos foram alunos matriculados no 2º ano do ensino médio em duas escolas (uma pública outra privada), localizadas do município Vitória da Conquista-BA. A abordagem teórico- metodológica pautou-se na pesquisa qualitativa e o tratamento dos dados utilizou o método da análise de conteúdo. Os dados da pesquisa empírica demonstraram que os alunos atribuem importância à disciplina História e julgam agradável seu estudo. Mas, comparada a outros espaços e formas de aprendizagem, a história escolar é considerada enfadonha, discursiva e de memorização. Embora afirmem utilizar o conhecimento histórico na vida cotidiana, seja para formar opiniões, compreender ou explicar para outrem fatos/acontecimentos ou tomar decisões, as narrativas evidenciam pouca relação entre conhecimento histórico e vida prática, já que são marcadas por um fraco repertório desse conhecimento e pouca referência a ideias metahistóricas. Diante desses resultados, podemos afirmar que há um hiato entre o ensinado e o aprendido e que os alunos pouco atribuem sentidos ao conhecimento histórico, comprometendo o desenvolvimento da consciência histórica e sua função de orientação temporal na vida prática. / ABSTRACT This work falls within the field of historical education, whose primary concern is to understand the construction of historical thinking and the development of historical consciousness by children and youths. Its study object is the process of teaching and learning history and its relationship to historical consciousness. Its main aim was to assess if students use the historical knowledge as an instrument for the construction of meanings of temporal orientation in their practical lives. The conceptualization of historical consciousness adopted here is that of the German theorist Jörn Rüsen (2001, p. 58-59), to whom it is "[...] the way in which the dynamic relationship between the experience of time and the intention in time takes place in the process of human life." Data were collected in 2011 by means of the application of a written instrument, consisting of questions with open-ended answers. The subjects were students enrolled in the 2nd year of the secondary education in two schools (one public and one private), located in the municipality of Vitória da Conquista-BA. The theoretical- methodological approach was based on qualitative research and data processing used the method of content analysis. The empirical research data showed that students give importance to the subject of history and consider its study as being pleasant. But compared to other spaces and forms of learning, school history is considered boring, discursive and based on memorization. Although they claim to use the historical knowledge in everyday life, either to form opinions, understand or explain to others facts/events or make decisions, narratives show little relationship between historical knowledge and practical life, since they are characterized by a weak repertoire of such knowledge and little reference to meta-historical ideas. Given these results, we can state that there is a gap between what is taught and what is learned and that students attribute meanings to the historical knowledge, implicating the development of historical consciousness and its role of temporal orientation in practical life.

This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.      The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.      The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development. / Forskarskolan Historiska Medier (ForHiM)

This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.      The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.      The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development. / Forskarskolan Historiska Medier (ForHiM)

Orientador: Luciana Maria Lunardi Campos / Resumo: A presente pesquisa buscou analisar relações entre os conhecimentos sobre o ser humano e as concepções de mundo dos licenciandos em Ciências Biológicas, tendo em vista a relação dialética estabelecida entre indivíduo-sociedade. A partir dos questionamentos: 1. Quais concepções estes licenciandos possuem sobre o ser humano? 2. Quais tipos de conhecimentos auxiliam na formação destas concepções? 3. Como estes conhecimentos se relacionam com as concepções de mundo destes estudantes? Dois instrumentos de coleta de dados foram desenvolvidos (questionário e entrevista) com o objetivo de apreender as determinações gerais e particulares dos licenciandos acerca das relações descritas. No total, 55 estudantes de três turmas de uma universidade estadual pública responderam ao questionário e quatro deles participaram da entrevista após contato. Os fundamentos filosóficos formadores das concepções dos licenciandos foram: idealismo, materialismo, concepções transcendentais, ontologia, epistemologia, sujeito abstrato, sujeito concreto, lógica formal e lógica dialética. Além destes, os conceitos de classe e de práxis foram utilizados para constituir a concepção de mundo dos licenciandos, tendo em vista o referencial ontológico do materialismo histórico dialético adotado na pesquisa. Assim, a partir deste referencial, as múltiplas determinações contraditórias do objeto (ser humano) foram utilizadas para a análise das relações dialéticas presentes nas concepções de mundo dos licenciandos, send... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aimed to analyze the knowledges about the human being and their relations with the world views of Biological Sciences undergraduates. The relationships were analyzed by a dialectical perspective of individual-society. From the concerns: 1. What conceptions these students have about the human being? 2. What types of knowledge helps them form these conceptions? 3. How these knowledges relate with the world views these students carry? Two data collection instruments were developed (questionnaire and interview) in order to apprehend the relationships between the knowledge about the human being and the world views of the students. 55 students of three different classes of a public state university answered the questionnaire and four of them the interview. The philosophical fundaments that formed the undergraduates’ world views were: idealism, materialism, transcendental conceptions, ontology, epistemology, abstract subject, concrete subject, formal logic and dialectical logic. The concepts of class and praxis were used to build the world views of the students, having the same theoretical reference used in this research: dialectical historical materialism. Thus, by this reference, the object’s multiple contradictory determinations were used to analyze the dialectical relations present in the world views of the students, and they were: subject x object; objectification x appropriation; teleology x causality; humanization x alienation. The undergraduates, under the infl... (Complete abstract click electronic access below) / Mestre

Läroplanen för historia på gymnasiet är omfattande vilket medför att ett stoffurval måste göras. Urval av detaljstoff ställer stora krav på läraren. Det räcker inte att läraren förhåller sig till det centrala innehållet, utan stringens är nödvändigt för att reducera stoffet till något som är hanterbart för elever. Strategier för urval av detaljstoff är inte något som uttryckligen lyfts i lärarutbildningen på ex. Malmö universitet, därför finns skäl att anta att urvalsprocessen kan vara problematisk för lärarstudenter, mindre erfarna och även erfarna lärare. Vidare kan en etablerad urvalsstrategi underlätta i en lärares arbetsintensiva vardag. Kunskap om hur detaljstoff kan väljas ut är relevant för nyexaminerade historielärare, mindre erfarna lärare, lärarutbildare och såväl som erfarna lärare. Genom semistrukturerade intervjuer med tre erfarna och två mindre erfarna lärare är syftet att undersöka om det finns förutsättningar att använda konceptet historical context som grund för en urvalsstrategi av detaljstoff i historieundervisningen. Informanterna svarar på frågor kring deras tillvägagångssätt för urval av detaljstoff samt hur de använder detaljstoff i sin undervisning. Materialet analyserades i förhållande till ett pedagogiskt verktyg för historical context och observationsinstrumentet FAT-HC. Analysen visade att detaljstoffurval är ett viktigt moment för informanterna men att urvalet är en relativt individuell process med vissa gemensamma nämnare. I lärarnas utsagor om deras undervisning återkom de till de tre ingående referensramarna i historical context: kronologisk och geogrask referensram i kombination med sociala referensramar. I och med detta finner studien att de tre referensramarna bör gå att använda som en ”checklista” för urval av detaljstoff som ett sätt för lärare att bli mer konsekventa, tydliga och effektiva i sina urval av detaljstoff.