history: what do pupils think?. key issue addressed by the study this study aimed to: –...
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History: what do pupils think?History: what do pupils think?
Key issue addressed by the study
This study aimed to:– reveal the ideas about history which young people
bring as preconceptions to their learning– explore the links between views of history and social
cohesion among indigenous and non-indigenous students in England and the Netherlands
Young people’s views of history Young people’s views of history
Young people saw history as important for understanding their Young people saw history as important for understanding their societysociety
Pupils were interested in different periods of history from those Pupils were interested in different periods of history from those they could typically study at secondary schoolthey could typically study at secondary school
Around 40% of young people from the UK agreed that sharing a Around 40% of young people from the UK agreed that sharing a
common history creates “mutual bonds”common history creates “mutual bonds”
The kinds of history pupils are The kinds of history pupils are interested ininterested in All the groups of pupils:All the groups of pupils:
– recognised the importance of their country’s historyrecognised the importance of their country’s history– believed history helped them understand the society believed history helped them understand the society
they lived inthey lived in – believed family history was important; more so by
pupils from BME backgrounds than pupils not from BME backgrounds
Historical periods pupils were most Historical periods pupils were most interested ininterested in
All the students liked these topics:All the students liked these topics: ancient history (most popular)ancient history (most popular) post war era from 1945 to the presentpost war era from 1945 to the present 1900 to 19451900 to 1945
Pupils’ interest areas as compared with Pupils’ interest areas as compared with the national curriculumthe national curriculum
Pupils’ preferences Pupils’ preferences were sometimes at were sometimes at odds with the periods odds with the periods most commonly taught most commonly taught in their schools e.g.in their schools e.g. – There was very little There was very little
teaching of post-war eventsteaching of post-war events– Teaching of ancient history Teaching of ancient history
tended to be limited to when tended to be limited to when they were in primary schoolthey were in primary school
Young people’s definition of identityYoung people’s definition of identity
Depending on their Depending on their background pupils background pupils tended to identify with tended to identify with their country of their country of residence or by their residence or by their own or their parents’ own or their parents’ country of origin or country of origin or religionreligion
Very few pupils from Very few pupils from either country regarded either country regarded their prime identity in their prime identity in terms of either ‘world terms of either ‘world citizen’ or ‘European’citizen’ or ‘European’
Who were the children in the study?Who were the children in the study?
442 pupils from metropolitan areas in the Netherlands 442 pupils from metropolitan areas in the Netherlands and England and England
The pupils were aged 14 -18 years and were of various The pupils were aged 14 -18 years and were of various ethnic backgroundsethnic backgrounds
How was the information gathered?How was the information gathered? Pupil questionnaire with questions about e.g. Pupil questionnaire with questions about e.g.
identity, importance of history, historical periodsidentity, importance of history, historical periods Pupils’ answers were grouped according to Pupils’ answers were grouped according to
various criteria: the country of residence various criteria: the country of residence (England or the Netherlands), ethnic (England or the Netherlands), ethnic background, gender, age, level of education, etcbackground, gender, age, level of education, etc
How can teachers use this evidence?How can teachers use this evidence?
Young people, particularly from ethnic minority backgrounds, rated family history Young people, particularly from ethnic minority backgrounds, rated family history as highly importantas highly important– Could you include family history as part of school history to make it more meaningful to them?Could you include family history as part of school history to make it more meaningful to them?
Pupils expressed greater interest in some periods of history rather than othersPupils expressed greater interest in some periods of history rather than others– Would it be helpful to explore with your students the less popular periods of history and Would it be helpful to explore with your students the less popular periods of history and
possible teaching/learning approaches?possible teaching/learning approaches?
How can school leaders use this How can school leaders use this evidence?evidence? Young people stated they liked ancient history most. What do students in your Young people stated they liked ancient history most. What do students in your
school think?school think?– Could you survey your students to find out which periods of history they are interested Could you survey your students to find out which periods of history they are interested
in? in? – Having surveyed your students could you organise professional development for your Having surveyed your students could you organise professional development for your
colleagues to explore how they could incorporate students’ preferences into the colleagues to explore how they could incorporate students’ preferences into the curriculum?curriculum?
Follow-up readingFollow-up reading Study reference: Study reference:
Grever, M., Haydn, T. and Ribbens K. (2008)Grever, M., Haydn, T. and Ribbens K. (2008) Identity and School History: the Perspective of Identity and School History: the Perspective of
Young People from the Netherlands and Young People from the Netherlands and EnglandEngland British Journal of Educational Studies, British Journal of Educational Studies, Vol. 56, No. 1, March 2008, pp. 76-94Vol. 56, No. 1, March 2008, pp. 76-94
You might like to read a more detailed summary, You might like to read a more detailed summary, accessible at:accessible at:
http://www.standards.dfes.gov.uk/research/themes/pupil_voice/studentsthink/
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