Module Specifications.
Current Academic Year 2024 - 2025
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Date posted: September 2024
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None Student must write a 3000-word essay (fully referenced with course readings) |
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Description In this introductory module students will critically examine the theory and research underpinning children’s historical thinking and reflect on the implications these have for their own professional practice both on school placement and as history teachers in the primary classroom. Throughout the course, students will challenge their own assumptions about the teaching of history and work towards developing a personal teaching statement that outlines their own understanding of the nature of history and history teaching. Using hands-on, practical workshops, the module will also examine key themes in history education such as the purpose of school history, historical consciousness and children’s epistemic beliefs about the nature of history. The pedagogical implications of these on the teaching and learning of history at primary level (e.g. curriculum and textbook design) and the uses of history in everyday life (e.g. public debates on contested events like the Glasnevin Memorial, the toppling of statues and commemorations) will be examined. Students will critically explore the five stages of the History Enquiry Framework (Ní Cassaithe, 2020) and engage with creative strategies for enquiry planning, activities and assessment. The course also explores how these can be used to develop and teach purposeful historical enquiries for all primary students that will allow them to rethink their assumptions about the past, make connections to the present and reimagine a more sustainable and equitable future Through engagement in the seminars, readings, tasks, and reflections, students will develop their confidence and competence in teaching history and the development of children’s historical learning. Students will also evaluate textbooks, online museum resources and ICT and digital resources suitable for the teaching of history. | |||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically engage with public perceptions on the purpose of history and examine how these impact on teaching and learning in classrooms 2. Draw on current research on children’s historical thinking to plan and activities to challenge common ‘epistemic bottlenecks’ students encounter in the history classroom 3. Demonstrate knowledge of the historical enquiry framework as an effective pedagogy to support children’s historical learning 4. Use the historical enquiry framework to plan appropriate historical enquiries that display an understanding of the underpinning concepts, key ideas, relevant content and skills of history education. 5. Reflect on the module content and readings to develop their understanding of issues relating to teaching and learning in history 6. Develop personal teaching statement for history drawing on course content. | |||||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative Contenthis course will provide students with a research-informed rationale for teaching primary history by developing a deep knowledge and understanding of historical thinking and historical enquiry as pedagogical pillars for teaching and learning history. In each seminar, students will discuss and review key considerations in planning for history. Pedagogical content knowledge will be developed through engagement with and reflection on exemplar activities. Student readings will be carried out through using a range of hands-on activities, allowing them to engage with and analyse a broad range of literature in history education including practitioner-based book chapters and peer-reviewed research articles in a creative way.SeminarsIn seminars students will: Discuss the purpose of history both at a disciplinary and universal level. They will discuss the reasons why we teach school history, and, through an analysis of the primary curriculum, explore both the substantive and procedural knowledge children in primary schools engage with. Explore the concept of historical consciousness and using Rusen’s Typology of Historical Consciousness (2005), interrogate public responses to historical events that impact on the present such as the toppling of statues, the wearing of a poppy and the Glasnevin Memorial Wall. Examine children’s and teachers’ beliefs about the nature of history and identify approaches to challenging ‘epistemic bottlenecks’ children may have about history and historical evidence. They will also look at specific strategies to challenge the epistemic bottlenecks children may hold about history. Explore the stages of the Historical Enquiry Framework (Ní Cassaithe, 2020) and engage with and then plan a variety of activities that can be used to develop children’s critical and historical thinking skills. Critically evaluate the content of history textbooks and online resources and reflect on their suitability or adaptability to the teaching of enquiry-based history. Students will engage with fieldwork and field trips related to History Education, through interacting with and visiting local community groups, schools, and individuals in and around Dublin. Students will draw on course content to evaluate the educational resources of museums such as Dublinia, Glasnevin and Croke Park. | |||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 51773, Peer Reviewed Journals, 0, Historical Encounters, 51774, Peer Reviewed Journals, 0, HERJ, 51775, Journals, 0, Primary History, 51776, Journals, 0, Teaching History, 51777, Journals, 0, Historical Association, | |||||||||||||||||||||||||||||||||||||||||||||