History teaching has been raising many didactic issues recently. First, the concept of the very discipline of history has been undergoing changes; the aim of school education is being shifted from ...memorizing pre-defined content toward developing historical literacy based on critical thinking and the development of historical research skills. Second, admitting the impact of the sociocultural context on pupil achievement, the attitude toward children’s receptive skills and their development has been gaining new perspectives. This is of high importance in primary education, where a heroic story is often still dominant. At present, the discourse of primary education curriculum change emphasizes the attractive communication of scientific knowledge and the demand for active research to broaden children’s deep understanding. However, the development of historical literacy in primary classes still remains to be complicated, since, on the one hand, it requires new landmarks – what and how to teach, and on the other hand, research in this field has been very limited.In Lithuania, there is an intention to re-new the curricula in all the fields. Therefore, it becomes relevant to analyze what skills to understand historical time should be developed in primary classes. This scientific problem is solved by carrying out a qualitative analysis of the content of the primary education curriculum. Based on the chosen model of understanding historical time (De Groot-Reuvekamp, Ros, Van Boxtel, Oort 2015), this article analyzes the extent to which the curriculum requirements of history teaching correspond to the goals and comprehension levels of the model (A – Emergent; B – Initial; C – Continued) and what should be improved when updating the curriculum. The last stage of research contains the research data supplemented with data gathered by a survey of the primary teachers and prospective primary teachers, who are in the final year of their Childhood Pedagogy university studies. The respondents defined, in written form, their expectations regarding the skills of historic time perception, which should be developed so that primary school students would understand what historic time is.The research results reveal that the present curriculum requirements for the primary school pupils are low. They lead toward the stage of acquiring understanding (A – Emergent) rather than Initial (B) or Continued (C) stages. Descriptions of program knowledge, understanding, and procedural skills do not reflect growth-oriented expectations and research-based learning outcomes. The analysis of results have shown that their expectations do not correspond to the conclusions made by the latest academic research about the primary age student learning achievement possibilities. The study revealed that teachers’ and students’ express higher expectations for student achievement than the program. Therefore, while revisiting the curriculum, it is important to pay more attention to the development of historical research and higher thinking skills, which would be a significant step toward gaining a deeper understanding of historic time.
Straipsnyje siekiama pateikti pateikti bendrojo ir profesinio-pedagoginio pradžios mokyklos mokytojų rengimo santykio kaitos tendencijas Lietuvoje (1918-1940). Apskaičiuodami dėstytų dalykų santykį, ...remiamės 1919 m„ 1922 m. ir 1929 m. Švietimo ministerijos patvirtintomis mokytojų seminarijų pamokų lentelėmis bei duomenimis iš Tauragės mokytojų seminarijos Pedagogų tarybos 1927 m. siūlyto „Mokytojų seminarijos projekto". Profesinis-pedagoginis mokytojų rengimas gerokai padidėjo kalbamojo laikotarpio pabaigoje, kai Lietuvos bendrojo lavinimo mokykla jau laidavo pakankamą bendrąjį moksleivių lavinimą. Įkūrus Klaipėdos pedagoginį institutą 1935 m. pradžios mokyklos mokytojų rengimas labiau pedagogizuojamas. Patobulintas 1939 m. instituto mokymo planas bendrojo ir specialiojo pedagoginio parengimo santykiu artimas 1927-ųjų Mokytojų seminarijos projektui.
Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and ...Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes.
Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class.
Results and conclusion. The forms of cooperative learning observed in the classrooms were markedly different, even though the lesson plans were almost identical. In Lesson 1 the teacher paid more attention to interdependence, interaction, and reflection. Consequently, students mentioned cooperation, assistance, and specifics of group workmore frequently. In Lesson 2, there was more traditional group work than CL schemes, and less interdependence, interaction, and reflection. The five essential elements were unequally represented in the lessons, highlighting the varied understanding of CL. ‘In situ’ research revealed which elements of cooperative learning need to be stressed inteacher pre-service and in-service settings. The study also deepened the understanding of which aspects are more difficult to implement, or which have made significant inroads into classroom practice.
Originality. Situational research involving both CL and Japanese Lesson Study techniques provide valuable insights into the professional development of teachers who aim to improve their classroom practice.
History teaching has been raising many didactic issues recently. First, the concept of the very discipline of history has been undergoing changes; the aim of school education is being shifted from ...memorizing pre-defined content toward developing historical literacy based on critical thinking and the development of historical research skills. Second, admitting the impact of the sociocultural context on pupil achievement, the attitude toward children’s receptive skills and their development has been gaining new perspectives. This is of high importance in primary education, where a heroic story is often still dominant. At present, the discourse of primary education curriculum change emphasizes the attractive communication of scientific knowledge and the demand for active research to broaden children’s deep understanding. However, the development of historical literacy in primary classes still remains to be complicated, since, on the one hand, it requires new landmarks – what and how to teach, and on the other hand, research in this field has been very limited. In Lithuania, there is an intention to re-new the curricula in all the fields. Therefore, it becomes relevant to analyze what skills to understand historical time should be developed in primary classes. This scientific problem is solved by carrying out a qualitative analysis of the content of the primary education curriculum. Based on the chosen model of understanding historical time (De Groot-Reuvekamp, Ros, Van Boxtel, Oort 2015), this article analyzes the extent to which the curriculum requirements of history teaching correspond to the goals and comprehension levels of the model (A – Emergent; B – Initial; C – Continued) and what should be improved when updating the curriculum. The last stage of research contains the research data supplemented with data gathered by a survey of the primary teachers and prospective primary teachers, who are in the final year of their Childhood Pedagogy university studies. The respondents defined, in written form, their expectations regarding the skills of historic time perception, which should be developed so that primary school students would understand what historic time is. The research results reveal that the present curriculum requirements for the primary school pupils are low. They lead toward the stage of acquiring understanding (A – Emergent) rather than Initial (B) or Continued (C) stages. Descriptions of program knowledge, understanding, and procedural skills do not reflect growth-oriented expectations and research-based learning outcomes. The analysis of results have shown that their expectations do not correspond to the conclusions made by the latest academic research about the primary age student learning achievement possibilities. The study revealed that teachers’ and students’ express higher expectations for student achievement than the program. Therefore, while revisiting the curriculum, it is important to pay more attention to the development of historical research and higher thinking skills, which would be a significant step toward gaining a deeper understanding of historic time.
This research addresses the issue of development of argumentation and understanding historical sources abilities in 4th year classes. The theoretical section has revealed that the foreign studies ...propose to change educational system moving from the direct memorization, the knowledge reproduction to the knowledge interpretation, reasoning and using historical sources not only to obtain the necessary information, but to use it as evidence to create historical understanding. This approach is influenced by constructivism ideas, which encourage students to be active in the learning process. The basic idea is that history learning encourages students to think critically and defend their views by advancing sound arguments. When students is involved in argumentation process, they not only express their minds, but also they use language to improve their intellect and reasoning skills. We called argumentation as giving reliable arguments from historical sources to support statement.
The aim of the research is to identify how argumentative skills changes while working with historical sources through well-planned educational activity. The following research methods have been employed: the educational and psychological literature analysis, the education program analysis and the questionnaire of the tasks (taking into account primary education curriculum in Lithuania) whose data have been investigated using the qualitative analysis methods. Organization of educational activities and repeated research on abilities.
The conclusions show that 4th formers are sufficiently successful in giving statements and arguments to support statement while working with historical sources. They are insufficiently able to give sound arguments, because it requires to understand source’s reliability. The additional educational activities have slightly contributed the improvement of the 4th formers’ argumentative skills. They used the primary and secondary sources to construct a statement supported by the arguments and some evidence. Students have noticed that the arguments found in the primary sources are far more convincing and sounder than in the secondary sources. After this activity students are sufficiently successful in making a statement and giving arguments and reliable evidence to support statement.
The research data have revealed that using historical sources in argumentation tasks developed not only argumentation (language subject), but also understanding historical source as evidence (history subject) abilities.
Keywords: primary education, teaching argumentation, teaching history, working with historical source.
Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and ...Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes. Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class. Results and conclusion. The forms of cooperative learning observed in the classrooms were markedly different, even though the lesson plans were almost identical. In Lesson 1 the teacher paid more attention to interdependence, interaction, and reflection. Consequently, students mentioned cooperation, assistance, and specifics of group workmore frequently. In Lesson 2, there was more traditional group work than CL schemes, and less interdependence, interaction, and reflection. The five essential elements were unequally represented in the lessons, highlighting the varied understanding of CL. ‘In situ’ research revealed which elements of cooperative learning need to be stressed inteacher pre-service and in-service settings. The study also deepened the understanding of which aspects are more difficult to implement, or which have made significant inroads into classroom practice. Originality. Situational research involving both CL and Japanese Lesson Study techniques provide valuable insights into the professional development of teachers who aim to improve their classroom practice.
The article analyses the problem of development of historical literacy in primary classes. Following the foreign theory and research, the article analyses which abilities to understand a historical ...source should be developed in primary forms. It is also discussed, which requirements for abilities to investigate and understand a historical source are imposed on primary learners in foreign countries (Cooper, 1995; 2006; 2012; Chapman, 2011; Lee, Ashby, 1995; Lee, 2005; Levstik 1993; Perikleous, Shemilt, 2011; Petri, 2014; Seixas 1996; 2006; Van Drie, Van Boxtel, 2007; Wineburg, 2010). The theoretical analysis allowed to notice that foreign researchers call for a transition from direct memorisation of information and data towards the development of an in-depth historical awareness among learners. In these times of information and rapid changes learning of history is expected to enable learners to think in an abstract manner freely using generalised secondary concepts such as changes, meaning, evidences, causes, empathy, etc. The research also discusses the specifics of integrated history teaching in the primary curriculum in Lithuania.
The goal of the research: to identify what abilities of historical literacy are demonstrated by 3rd – 4th formers while working with historical sources. The objectives of the research: to analyse didactic approaches of historical literacy teaching primary learners to investigate and understand historical sources; to conduct research on 3rd–4th formers’ abilities to understand historical sources; to organise targeted educational activities for 4th formers and to identify changes in understanding of a historical source. The following research methods were used: analysis of scholarly literature on development of primary learners’ historical literacy; questionnaires of paper-and-pen assignments and quantitative and qualitative analysis of the obtained data; organisation of educational activities and repeated research on abilities. Considering the propositions of the foreign scientific theory and the specifics of the Lithuanian general curriculum of primary education, a 6 level matrix for data collection and processing was used for the analysis of the data.
The conclusions of the research show that 3rd–4th formers are sufficiently successful in finding facts and data in direct and obviously presented historical information. They are insufficiently able to differentiate between the source information as a testimony of the context and a source as reliability of the evidence; to find information indirectly expressed in a source and to provide it as evidence describing the context of that time. Additional educational activities have slightly contributed to improvement of the 4th formers’ abilities to understand a historical source. They have approached a primary source as reliable evidence, have started applying the essential concepts related to understanding of a source, such as a primary source, an authentic letter because it is written in person. The research revealed that primary learners could achieve higher results if the aforesaid abilities were developed in a systematic way applying activities of active content creation and discovery.
The research data revealed a number of contradictory moments. Firstly, the research disclosed gaps in learners’ reasoning skills. Despite the learners’ abilities to successfully find direct information in the source, a number of them are able to identify indirect information as well, their reasoning process as if “has got stuck” between differentiation of information as a testimony and reliable evidence. Secondly, the research results encouraged considerations about the issues related to content and quality of education. This is linked with specifics of primary education and integrated teaching of history themes during lessons of Surrounding World Learning. The curriculum does not provide for a precise definition of abilities to understand a historical source as learning outcomes and, thus, their development is not appropriate.
The article aims to show how the works by professor Magdalena Karčiauskienė reveal the development of classical conception of a teacher in Lithuania. The origins of this conception and the problems ...that occurred during its formation in the second half of the 19th century are discussed, the classical nature of this conception in the first half of the 20th century is analysed and the relevance of it is emphasised. In the first half of the 20th century the professional duty of a teacher was perceived as a civic obligation or public order which was particularly obvious: to restore the national school. the answer to the question what kind of teacher was capable of and had to fulfil these obligations is found through the analysis of the research papers by prof. M. Karčiauskienė and in her professional insights and references to the studied literature sources. The analysed studies highlight the conception of a teacher who demonstrates mature culture, civic awareness, integrity between spirit and moral, who is of high intelligence and has undergone high quality professional training.
The article analyses the problem of development of historical literacy in primary classes. Following the foreign theory and research, the article analyses which abilities to understand a historical ...source should be developed in primary forms. It is also discussed, which requirements for abilities to investigate and understand a historical source are imposed on primary learners in foreign countries (Cooper, 1995; 2006; 2012; Chapman, 2011; Lee, Ashby, 1995; Lee, 2005; Levstik 1993; Perikleous, Shemilt, 2011; Petri, 2014; Seixas 1996; 2006; Van Drie, Van Boxtel, 2007; Wineburg, 2010). The theoretical analysis allowed to notice that foreign researchers call for a transition from direct memorisation of information and data towards the development of an in-depth historical awareness among learners. In these times of information and rapid changes learning of history is expected to enable learners to think in an abstract manner freely using generalised secondary concepts such as changes, meaning, evidences, causes, empathy, etc. The research also discusses the specifics of integrated history teaching in the primary curriculum in Lithuania. The goal of the research: to identify what abilities of historical literacy are demonstrated by 3rd – 4th formers while working with historical sources. The objectives of the research: to analyse didactic approaches of historical literacy teaching primary learners to investigate and understand historical sources; to conduct research on 3rd–4th formers’ abilities to understand historical sources; to organise targeted educational activities for 4th formers and to identify changes in understanding of a historical source. The following research methods were used: analysis of scholarly literature on development of primary learners’ historical literacy; questionnaires of paper-and-pen assignments and quantitative and qualitative analysis of the obtained data; organisation of educational activities and repeated research on abilities. Considering the propositions of the foreign scientific theory and the specifics of the Lithuanian general curriculum of primary education, a 6 level matrix for data collection and processing was used for the analysis of the data. The conclusions of the research show that 3rd–4th formers are sufficiently successful in finding facts and data in direct and obviously presented historical information. They are insufficiently able to differentiate between the source information as a testimony of the context and a source as reliability of the evidence; to find information indirectly expressed in a source and to provide it as evidence describing the context of that time. Additional educational activities have slightly contributed to improvement of the 4th formers’ abilities to understand a historical source. They have approached a primary source as reliable evidence, have started applying the essential concepts related to understanding of a source, such as a primary source, an authentic letter because it is written in person. The research revealed that primary learners could achieve higher results if the aforesaid abilities were developed in a systematic way applying activities of active content creation and discovery. The research data revealed a number of contradictory moments. Firstly, the research disclosed gaps in learners’ reasoning skills. Despite the learners’ abilities to successfully find direct information in the source, a number of them are able to identify indirect information as well, their reasoning process as if “has got stuck” between differentiation of information as a testimony and reliable evidence. Secondly, the research results encouraged considerations about the issues related to content and quality of education. This is linked with specifics of primary education and integrated teaching of history themes during lessons of Surrounding World Learning. The curriculum does not provide for a precise definition of abilities to understand a historical source as learning outcomes and, thus, their development is not appropriate.
Geri kiekvieno asmens kalbiniai gebėjimai – pamatas kokybiškam mokymuisi, kokybiškam gyvenimui. Vienas iš pažangių kalbos gebėjimų ugdymo būdų – integruotas ugdymas, kai kalbos gebėjimai ugdomi ne ...tik kalbų, bet ir kitų dalykų pamokose. Be to, tuo pat metu remiantis kalbiniais gebėjimais įsisavinamas dalykinis turinys, t. y. ugdomas tam tikro dalyko raštingumas. Straipsnyje pateikiama kalbinių gebėjimų integruoto ugdymo teorinė ir studija, pagrindžianti tokio ugdymo galimybes bei rekomendacijas Lietuvos ugdymo turinio tobulinimui. Empirinis tyrimas atliktas aiškinantis pradinių klasių mokinių istorinio laiko tėkmės supratimo gebėjimus, pasireiškiančius vaikų argumentuota kalba.
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