TEHO2017 conference / konferenssi

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1 TEHO2017 conference / konferenssi Abstracts and bios Session Between historical thinking and identity Sirkka Ahonen, University of Helsinki History lessons towards literacy or identity? Theoretical reflection on the human and social purpose of history education The e nd of the Second World War means a watershed in European history e duca ti o n. S i nce th e rise of small nation-states after the First World War history education had served nation-buildin g. The bankruptcy of nationalism in 1945 was reflected in a strictly objectivist turn in history education. However, the role of history in people s lifeworld resisted the positivist idea of historical knowledge. History educators have subsequently been divided into the positivists keen on fostering skills of critical skills, i. e. historical literacy, and the idealists p ursuin g e ducation towards historical consciousness and identity. Literacy rules in the Anglo-Saxon world, while historical consciousness is the leading key concept of history education in Central and Northern Europe (except Finland). In Finland, the peak of the positivist literacy pursuit is co nstituted b y the ba sic school curriculum of 2016, i n the text of which historical the concepts of i denti ty a nd cons ciousness are played down. The measurability of outcome and the necessity of i ntercultura l competence constitute the main arguments for the prevailing curricular policy. The counter a rguments a re constituted by the i dealistic responses of the big public, th a t a cco rdi ng to m a s s surveys, seem to support the ideas of trans-generational moral responsibility fo r th e past, o f a need of recognition of historical dignity among the marginalized groups in a society, a nd o f a n undeniable historical i nterdependence of the world throughout its history. Th e i d eas re f er to a universal historical identity, the prospect of which in education will be studied in this paper.

2 Terry Haydn, University of East Anglia The complexities of developing children s understanding of time: a view from England In recent years debates about children s understanding of time have focused to a large exten t o n the i r understanding of chronology, a nd their ability to be a ble to form a n a ccurate big picture o f the past. This raises the question of what it means to be good at understanding time, and how is progression i n understanding time understood by those who teach history i n s cho ol s? W h a t i s there a bout time other than knowing the order of events? The pa per l ooks at how this facet of history has been approached in England since the i nception of the Na tional Curri culum in 1991, a nd how history educators in England have tri ed to conceptualise progre ssion i n the understanding of ti me i n te rms of theore tical models. The pa per a lso draws on a surve y of over ye a r ol d pupils re sponses to a short te s t w h i ch a tte mpts to a ssess their gra sp of some basic ti me concepts and vocabulary. Although the presentation focuses on developments in England, given that understanding time is a n essential component of s chool history, there a re implications for those teaching history i n other countries. BIO Te rry Haydn ta ught history a t a n inner-city s chool i n Ma nchester for 19 ye a rs b e f ore m o ving to work i n history te acher education a t the Institute of Education, Unive rsity of London. In 1996 h e moved to the University of East Anglia. His research interests a re in the purposes of school history, the use of new technology in history education and behaviour in schools. He is currently Curri cul um Tutor for history a nd Professor of Education at the University of East Angl i a a nd l e a d author of Learning to Teach History in the Secondary School, a standard text for history s tudent teachers.

3 Per-Arne Karlsson, Stockholm University How to qualify Historical Thinking? Learning Trajectory Based Instruction a plea for a visible sequence in teaching and assessment Questions and hypothesis about the Education of History-teachers The progress in research of Teaching and Learning History has produced a paradox and a challenge for History-Teachers: the traditional image of an overload ed History-cu rriculum o f 1 st order conce pts has been s upplemented with a large amount of 2 nd order concepts and expected learning outcomes i n terms of procedural knowledge. Will the History-teachers master a ll these co n cepts or will they produce an even more overloaded curriculum and fragmentation? Facing this challenge in education of Teacher-students at Stockholm University I h ave us e d a Learning Tra jectory a s a fra mework for teaching figure. I s u ggest th e co ncep t o f a Learning Trajectory for building connections between content-knowledge and procedural knowledge. The concept present, hypothetically, a cognitive tool for Teaching and Learning History i n a coherent and progressive process. In the presentation, I discuss the general concept, its application for te aching H i s tory a nd s o me preliminary results of investigating the learning-process of Teacher-students in History. Figure. Learning Trajectory for a History assignment in school learning goal, activities and cognitive process. Cognitive tool used in Education of Teacher-students at Stockholm University Per-Arne Karlsson, As s ociate Professor, Department of Humanities and Soci al Sci ences Educa ti on, Stockholm University, Sweden

4 Session Methodologies for investigating the construction of historical interpretations This panel aims at strengthening the theoretical and methodological groundings of investigatio ns on cons tructing i nterpretations i n the domain of history. The topic to uch e s o n m a ny s chol a rl y areas, including the philosophy and theory of history, educational psychology, history education, and the learning sciences. However, despite sharing many common overall goals, scholars in these fields employ diverse theoretical and methodological framewo rks, which have seldo m b een a l igned. We believe that more thorough exchanges of ideas a m on g a l l th e s e a re a s w o ul d b e fruitful for the further development of research on history education. Arja Virta, Department of Teacher Education, University of Turku, Finland How to approach adolescents' conceptual understanding in history A basic requirement for the development of historical thinking skills is coping with the language of historical presentation, and understanding the meaning of historical concepts as basic components of texts. In this presentation, I present preliminary findings o f a re search d ealing with adolescents understanding on the meaning of historical concepts and textbook contents. For this study, I developed an instrument combining think-aloud a nd i nterview techniques. The s tudents read excerpts of their current textbooks, they were asked questions about concepts, and fi nally they re told the contents of e ach piece of text i n their own words. Total of 44 s tudents fro m gra de s 5 through 7 were s electe d. Roughly half of them had Finnish as a s econd l a ng ua g e. O n e source of difficulties were abstract concepts, or concepts combining abstract and practical meanings. Some historical expressions also caused false associatio ns. All d ifficulties with th e historical language were not related to words including historical contents, but can be explained by general problems of understanding texts. BIO Arja Virta (PhD, history; PhD, education) is a Professor of History and Social Science Education in the Department of Teacher Education at the University of Turku. Her research interests include teaching and learning in history and social studies, historical literacy, multicultural education, and teacher education. Virta has extensive experience in educating history and social studies teachers.

5 Mikko Kainulainen (De partment of Teacher Education, Unive rsity of Turku) Marjaana Puurtinen (Turku Institute for Advanced Studies & Department of Teacher Education, University of Turku) (absent member) Clark Chinn (Graduate School of Education, Rutgers University) Historians epistemic aims: An interview study of experts Despite the large amount of research on philosophy and theory of history, a nd the growing i nte rest in training s tudents to work with historical s ources a nd historiography a s h i s tori a ns d o, there is still relatively little empirical evidence about historians epistemic practice. While previous research provides crucial insights about how eminent historians reflect on their general practices, the s e re ports have been unable to systematically a ccess the situative epistemology of doing history by a significant sample of working historians. It is therefore crucial to approach historians work not only through their general beliefs about the nature of historical re search, but also through more detailed reflections on their everyday work. To a pproach this issue, we co nd ucted semi-structured interviews with 26 Finnish academic historians about their practices, understanding of historical research, and the epistemic and non-epistemic aims of their o n goin g projects. Preliminary content analysis allowed the identification of considerable betweenre s pondent va riety i n four different re spects: type of end products, a gency, s ource, a nd structu re of epistemic aims. Positioned at the intersection of historical theo ry, e xpertise re search, an d res earch on epistemic cognition, this study a dds to current understa n di ng o f e xpertis e i n th i s domain and provides findings relevant for the justification and further development of instructional practices. BIO The pre senting author, Mi kko Kainulainen (MA, e ducation), is a PhD ca ndidate a t the Unive rsity o f Turku. His research focuses on history education, mathematics education, epistemic cognition and conceptual change. He is currently working on a doctoral thesis a bout the development of history experts i n higher education.

6 Marjaana Puurtinen, Turku Institute for Advanced Studies & Department of Teacher Ed u ca ti o n, University of Turku, Finland (absent member) Anna-Kaisa Ylitalo, Department of Music, Art and Culture Studies, Unive rsity o f Jyväskylä, Finland (absent member) Markus Nivala, Department of Education, Communication a nd Learning, University of Gothenburg, Sweden Arja Virta, Department of Teacher Education, University of Turku, Finland How to study the interpreting of historical images? Pros and cons of the eye-tracking approach This presentation will discuss the potential benefits and challenges of applying th e eye -tracking method in e xamining the i nterpreting of historical i mages. We ground our work m a inl y o n p ri or eye -movement research on the development of domain-specific vi sual expertise. History offers a n intriguing new area for such explorations, as the skills for identifying informatio n re levant fo r a particular analytical perspective can be seen as an essential part of expertise in history: howeve r, research methods suitable for this domain still need to be developed. In our pilot study 23 uni ve rsity history s tudents named themes for two briefly presented series of hi s tori ca l i m a ges. Both s e ries were presented twice on a computer s creen, a nd e ye m o ve m e nts d uri n g p i cture vi e wing a s well a s ve rbal responses a fter the first and second vi ewing we re re corded. Pre lim i na ry statistical analyses indicate that changes in the given topic between first and second viewing o f a s eri es were related to changes in particular eye -movement patterns. Al though our procedure thus allowed us to, for example, locate pictures during which reinterpretations of a series th eme may ha ve occurred, careful re flections on how to best a pproach this research topic are s till nece s sa ry. We a rgue that it i s these kind of reflections that will prove fruitful in deve loping teaching me thods on worki ng with historical (non-textual) sources. BIO The presenting author, Marjaana Puurtinen (PhD, education ; MA, h isto ry), is a Postd octo ral Res earcher a t the Turku Institute for Adva nced Studies and working in the Department of Teacher Education, University of Turku. Her research focuses on the characteristics of expert-like pe rformances in the domains of music a nd history. She has specialized i n the a ppl i ca ti o n o f th e eye-tra cking method i n educational research.

7 Ilkka Lähteenmäki, De partment of History of Science a nd Ideas, Unive rsity of Oulu, Finland History in a social media: theoretical aspects of the #sota39 project In my pre s entation I e xplore the theoretical a spects of the #s ota39 project by the Finnish Nationa l Broadcasting Company YLE. The research explores a radically different from of historical representation, which puts the emphasis on encountering rather than learning history, even though the project was used i n a high school as te aching tool. T h e p roj e ct i s a ch ro nol og i ca l re pre sentation of the Finnish Winter Wa r produced for the s ocial media p l a tfo rm T wi tte r. T h e project remixes authored material with content produced by the project s consumers to provide a multivocal representation of a seminal historical era which seems to excel in invoking experien ce to its re aders. How ca n historical characters be tra nsfigured to relive 105 days of nati ona l cri s i s, a fte r 70 ye a rs of its passing, through a s trict chronology a nd on a s o ci al m e di a p l a tfo rm, i n a manner that connects with contemporary media consumers and still maintains its relevance as a historical project? The social media form is radical for historians, yet well suited for p resen tin g chronologically proceeding events. My attention is n o t in th e co n tent o f #sota39 b u t in its experimental format, use of historical sources and the historiographical consequences. BIO Il kka Lä hteenmäki (M.Soc.Sc., contemporary history) i s a PhD candidate at University of Oul u. H i s research focuses on possibilities and limitations of different forms of historical (re)presentatio n, including games, social media feed, museum exhibitions, and the traditional narrative h istorical te xt. He i s currently working on a thesis discussing the theoretical usefulness of co nce p tua l iz i ng different kinds of historical representations as historical worlds instead of i nformative te xts o r explanations.

8 Session Lukio-opetuksen kysymyksiä Lasse Hongisto, Helsingin normaalilyseo Luonnontieteen historian opetus tieteenhistorian sisältöjen avulla kehittämistutkimus lukion historianopetuksen mahdollisuuksista Väitöskirjassani Luonnontieteen historian opetus tieteenhistorian sisältöjen avulla kehittämistutkimus lukion historianopetuksen mahdollisuuksista Helsingin yliopisto 2012, tu tkin mitä sisältöjä luonnontieteen historiasta tulisi opettaa suomalaisen lukion opiskelijalle. Mielestäni tätä merkitystasojen pohdintaa historian opetuksessa tulisi tutkia laajemmin: mitä taitoja tai sisältöjä tulisi sisällyttää lukion OPS:n karsittuun opetussuunnitelmaan. Nythän tieteen h isto riaa käsittelevä kurssi jätettiin pois pakollisista kursseista. Väitöskirjassa pyrin ratkomaan tätä tieteen historian osalta ja myös laatimaan ratkaisusta myös konkre ettisen e hd otuksen. Ti etenkään mikään opetusratkaisu ei voi stabiili, vaan sen tulee elää ja muuttua opettajien ja historiantutkijoiden kriittisen keskustelun kautta. Myöhemmin o len jatkan ut saman tapaisen teeman, teknologian opetuksen, tutkimista ja pyrkinyt saamaan hahmoa sen järkevään opetuskäyttöön.

9 Mari Vares, Hatanpään lukio, Tampere Ei pelkästään kielikysymys: S2- ja LUVA-opiskelijoiden haasteet ja voimavarat lukion historian opiskelussa Kielitietoisuus ja kotikansainvälisyys ovat saaneet huomiota lukion uudessa 2016 opetussuunnitelmassa ja näin vähitellen myös koulujen käytännöissä. Myös yhteiskunnan kansainvälistyminen ja monikulttuurisuuden läsnäolo ovat osa omaa aikaamme. Tästä huolimatta lukio-opiskelussa menestyy helpoimmin kotimaisella kielellisellä taitavuudella ja s uomalaiseen yhteiskuntaan kytköksissä olevalla kulttuurisella ja sosiaalisella pääomalla. Maahanmuuttajat ja monikieliset opiskelijat kohtaavat näin lukio-opinnoissaan haasteita, jotka liittyvät sekä kielitaitoon että kulttuurintuntemukseen. Historian kursseillakin näkyvät haasteet eivät rajoitu kuitenkaan tähän. S2- ja LUVAopiskelijat eivät ole yhtenäinen, vaan varsin h eterogeeninen ryh mä, jo lla o n myö s sisäisiä ristiriitoja. Arkiajattelussa monikulttuurinen ryhmä nähdään herkästi toisena ja erilaisena vain suhteessa suomalaisuuteen ja unohtuu se, kuinka ryhmän sisällä kulkee erilaisia jakolinjoja. Lisäksi lukion S2-opiskelijan ja lukioon valmistavan (LUVA) koulutuksen opiskelijoiden vä lillä o n u sein suuriakin eroja. Kyse ei ole ainoastaan kielitaidosta. Op etuksen kan nalta e rityisesti LUVAopiskelijoiden lisähaasteita ovat opiskelijoiden psyykkinen ja fyysinen te rveys sekä s osiaaliset olosuhteet. Viime aikoina ilmestynyt sosiaalitieteellinen ja humanistinen kirjallisuus on kiinnittänyt tähän huomiota, mutta teoksissa on usein kiinnitetty huomiota laajempiin kuin koulua koskeviin kys ymyks iin. Esitelmässäni käsittelen koulun arjessa ja opetustilanteissa havaittavien haasteiden l isäksi niitä voimavaroja, joita monikielisillä, monikulttuurisilla ja maahan muuttaneilla nuorilla on ja joita olisi syytä hyödyntää lisää. Esimerkkinä käytän Tampereella Hatan pään lukiossa to teutettu ja projekteja (Helsingin yliopiston kanssa tehty pilottiprojekti WeQ Pedagogy goes Lukio/Gymnasium sekä Maailma Haluun, halu maailmalle projekti). Tuon esille myös lukion ja LUVA:n historian kursseilla hyviksi osoittautuneita käytän töjä ja keinoja, joilla voimakkaasti kielellinen, kulttuurinen ja tulkintataitoja vaativa historia avautuu S2- ja LUVA-opiskelijoille. Lähtökohtana on soveltaa oppimisen skaalaa asian tietämisestä ja suomentamisesta laajempiin tulkintataitoihin ja tiedon tuottamiseen. (vrt. Bloomin takson omia ja esim. Rantala & Veijola Haik/3/2016 s ) Esitykseni havainnollistava osuus nojaa lukuvuoden Ha tanpään lukion LUVAryhmän sekä eri opintojen vaiheissa olevien S2-opiskelijoiden tapauksiin. BIO Taustaltani olen historian ja yhteiskuntaopin opettaja, mutta olen suuren osan työurastani toiminut myös historian tutkijana ja yliopisto-opettajana Jyväskylän yliopistossa. Olen työskennellyt vuodesta 2010 Tampereen kaupungin lukioiden palveluksessa. Toimin historian ja yhteiskuntaopin lehtori na Ha tanpää n lukiossa., jossa S2-opetuksella on vankat perinteet ja jossa toimii yksi harvoista nuorille suunnatuista LUVAkoulutuksista.

10 Tero Toivanen, Helsingin yliopisto Historiallinen ajattelu antroposeenin aikakaudella Vuos ituhannen vaihteen jälkeen l uonnontieteissä on k eskus teltu k i ih keäs ti u u desta geologisesta aikakaudesta antroposeenista. Alun perin kemian nobelisti Paul Crutzenin ehdottaman termin ajatuksena on, että ihmiskunnasta on tullut maapalloa ja sen toimintaa pysyvästi ja syvästi muuttava geologinen voima. Asteroideihin, tulivuoren purkauksiin ja jääkauden liikkeisiin vertautuvana luonnon voimana ihmiskunta on singonnut maapallon vakaasta holoseenin aikakaudesta epävarmaan ja riskialttiiseen antroposeeniin, ihmisen aikakauteen. Vaikka antroposeenilla ei toistaiseksi ole virallista asemaa geologisessa aikajärjestyksessä, on termi vakiintumassa käyttöön laajasti. Keskustelun eräs keskeinen kiista on koskenut sitä, mihin uuden aikakauden alku tulisi sijoittaa. Ehdotukset ovat vaihdelleet maanviljelyn alku hetkistä teolliseen vallankumoukseen ja toisen maailmansodan jälkeiseen merkittävään ihmisto iminnan globaaliin laajentumiseen. Samalla on jouduttu vastaamaan vaativaan kysymykseen siitä, millaisten kehityskulkujen kautta ympäristökriisien leimaamaan antroposeeniin ylipäänsä pä ä dyttiin. Vaikka ajatus ihmisen aikakaudesta on mullistava ja voimakkaita historiallisia merkityksiä sisältävä, on se toistaiseksi herättänyt niukasti keskustelua historioitsijoid en p arissa. Tämä o n valitettavaa jo siitä syystä, että luonnontieteistä ponnistava antroposeeni-käsite sisältää koko joukon yksinkertaistavia historiallisen selittämisen tapoja. Esitelmässäni keskityn tarkastelemaan, millaisia muutoksia antroposeeni ruokkii historiallisessa ajattelussa ja ymmärtämisessä. Ensinnäkin se kannustaa pohtimaan u usin ta voin historiallisen ajan merkitystä. Niinpä arvioin, kuinka a ntro poseenin a jatus h aastaa Fernan d Braudelin tunnettua käsitystä ajan kerroksellisuudesta. Toiseksi antroposeeni kannustaa tarkastelemaan menneisyyttä ylittämällä modernille ajattelulle tyypillinen ympäristötutkimuksessa jo pitkään ongelmalliseksi katsottu jaottelu luonnon ja ihmisen historiaan. Dipesh Chakrabartya seuraten esitän, että antroposeenin kehitystä tulisi tarkastella luonnon, ihmisen ja yhteiskunnallisen vallan historioiden yhteenkietoutumisena. Tällain en o te puolestaan kannustaa historiantutkimuksen perinnettä ylittämään yhä rohkeammin vakiintuneita rajoja esimerkiksi talous-, sosiaali- ja ympäristöhistorian välillä.

11 Marjo Mela, Sibelius-lukio, Helsinki Neuvostovalta Baltian maissa Viron, Latvian ja Liettuan historiaa käsitellään lukion historianopetuksessa h yvin vä hän, mu tta sillä voidaan selkeyttää opiskelijoille sitä, mitä neuvostovalta käytännössä tarkoitti. Mi ten tä mä liittyy Suomen historiassa ns. rähmällään oloon? Tämä esitys pohjautuu lukion historian kursseihin HI2 ja HI3. Lukion oppikirjoissa on varsin vähän viittauksia Baltian maiden historiaan, vaikka niiden historiassa on monia rinnakkaisuuksia Suomen historiaan esim. valtioiden itsenäistyminen Venäjän keisarikunnasta. Olen huomannut, että nykyopiskelijoilla, jotka ovat luon nollisesti syn tyn eet Neuvo stoliito n hajoamisen jälkeen, on hyvin vaikea ymmärtää sitä, mitä totalitaarisella neuvostoyhteiskun nalla tarkoitetaan ja miten se vaikutti ihmisten elämään. Tässä Virolla, Latvialla ja Liettualla tarkoitetaan myös niiden muodostamia neuvostotasavaltoja. Otan esimerkeiksi Viron ja Latvian, sillä useimmat oppilaat ovat käyneet ainakin Vi rossa, mu tta eivät osaa lukea neuvostoajan merkkejä esim. rakennuskannasta. Suomen lehdistössä ja televisiossa kerrotaan välillä kyydityksistä, jotka eivät sinänsä neuvostosysteemissä olleet mitään uutta, sillä väestönsiirtoja oli tehty Neuvostoliitossa aikaisemminkin. Opiskelijat kyselevät, min kä vuoksi tietyt ihmiset, kuten poliisit, sotilaat ja sivistyneistö kyyditettiin ja minkä vuoksi koko perhe kyyditettiin? Siksi, että neuvostosysteemissä syyllisyys oli kollektiivista, ja sivistyneistöä poistamalla saatiin kulttuuria tuhottua (kultuurigenotsiid). Mitä tarkoitti sovjetisointi kulttuurin, politiikan ja sosiaaliselta kannalta, kun valtaan tuli venäjänkielinen neuvostosysteemi, sillä käytännössä neuvostoideologia oli valtaa pitävien ideologia, jonka käsityskykyyn (maailmankuvaan) vähemmistöt ja vähemmistökielet eivät mahtuneet. Neuvostoliittolaiset katsoivat olevansa valtaa pitäviä, eivät vähemmistö. Lähtökohtana oli Neuvostoliiton isojen kaupunkien Leningradin ja Moskovan ym. tarpeet esim. ma a taloustuotannon ja teollisuustuotteiden s uhteen.

12 Session Theory, pedagogy and Practice in Teaching Historical Interpretations: A case study of Professional Knowledge and Learning in English Teacher Education Simon Thompson, Richard McFahn and Marc Scruby, University of Sussex, United Kingdom Thi s panel contribution from faculty working in the Department of Education at the Univers i ty o f Sussex will combine both presentation and workshop to unpack and illustrate how teacher educators can nurture, develop and challenge the professional knowledge and practice of beginning teachers in teaching history. Drawing upon research in professional learning as well as activities and resources from initial teacher education the panel will exemplify the theory, pedagogical models and teacher education practices used to introdu ce, scaffold and d evelop historical thinking associated with the disciplinary concept of interpretations as e ncou ntered i n secondary school classrooms in England. Simon Thompson, University of Sussex Unpacking Historical Interpretations as a Disciplinary Concept in the UK Context This presentation will introduce the policy and practical complexities of professional l e arning i n hi story teacher education as well as the fluctuating nature of curriculum change in the English educati on s ystem over the last thirty years. Beyond establishing a political and historical context, the presentation will share a theorised model of professional knowledge which prioritises disciplinary thinking a nd understanding i n learning to teach history and illustrate how new history teachers dynamically draw upon their knowing of history, pedagogy, resources, learners and context as well as their beliefs and values. The concept of historical interpretations will be offered as a case study to demonstrate how successful teacher educ at io n requires students to rethink preconceptions of effective history teaching, reflect upon with their own a nd others experiences of thinking historically and prioritise the needs and capabilities of their pupils in learning about how history is authored, shaped and encountered both within and beyond the classroom. BIO Dr Simon Thompson Simon is Head of Education at the University of Sussex. In the 1990s Simon taught history and politics in Brighton before joining the University of Sussex to develop history education. Simon has since su p er vi sed over a hundred beginning teachers many of which now support the professional learning of other new practitioners. As a Senior Lecturer In Education Simon has been engaged in researching the professional knowl edge of beginning history teachers which has informed his innovation and leadership in a range of teacher education courses both within the UK and in international contexts. Although now engaged in higher education leadership he considers himself first and foremost a teacher. In recognition of his engagement in pedagogy and practice he was recently awarded a National Teacher Fellowship.

13 Richard McFahn, University of Sussex Modelling Effective Classroom Pedagogies in Understanding Historical Interpretations This workshop will demonstrate the ways in which teachers can plan, support and asses s progres si on i n pupils thinking about, and understanding of, historical interpretations. Participants will be encourage d to engage in different enquiries which draw upon tried and tested planning techniques, teaching s tra te gi es and engaging resources which have both classroom pedigree and are used as instructive learning tools by teacher educators at Sussex. Drawing upon medieval, early modern and contemporary history topics, successful classroom models will be shared to show how pupils can be challenged to consider the style and tone of interpretations, the context in which they are created, their intended purpose and audience as well as their veracity against historical evidence or competing narratives. The workshop will s ee k t o o p en u p reflections on whether historical interpretations deserves its reputation as the jewel in the crown of a ny history curricula. BIO Richard has worked for twenty years as a history teacher, Subject and Senior Leader, Loca l Gove rnme nt Adviser. He is now a Teaching Fellow at the University of Sussex running Initial Teacher Education in History. As teacher Richard helped set up and develop a series of thriving and sustainable teacher networks in Hampshire, which School Inspectors have subsequently described as best practice. Richard has regularly led well received workshops at the Schools History Project and the Historical Association Conferences. He has written a number of books on different aspects of History Teaching and created and developed - a website aimed at supporting history teachers.

14 Marc Scruby, University of Sussex Scaffolding the Professional Learning of Beginning Practitioners in Teaching Historical Interpretations This final presentation will draw together the impact of theory and pedagogy in teaching historical interpretations by examining the ways in which a skilled school based teacher educator can challenge a nd scaffold beginning teachers during their professional practice and beyond. Illustrated through the stories of different beginning teachers, the presentation will demonstrate how mentoring can support new teachers to reshape existing teaching frameworks and plan their own enquiries which target pupils thinking in interpretations as well as the formative feedback and professional dialogues which are required during and after classroom observations to move professional knowledge and learning forward. In conclusion reflections by the presenter will be shared which acknowledge that learning to effectively teach historical interpretations is a career long engagement which is enriched through fully participating with the processes of teacher education. BIO Marc has spent the last ten years teaching history and sociology in secondary schools. He is currently He ad of History at Priory School in Lewes and a junior member of the school s senior leadership team. As an experienced and creative practitioner he has supported other schools, departments and te achers a cros s Sussex. After completing his own teacher education, Marc became a mentor for the University of Sussex s Teach er Education courses and has successfully supervised over 15 beginning teachers of history. In 2015 he was seconded to the University of Sussex as an Associate Fellow. He is an integr al p art o f t h e University team engaged in selecting new teachers, assessing the quality of school supervision and examining both academic and professional learning.

15 Session History in society 1 Karina Hoření & Vojtěch Ripka, Institute for the Study of Totalitarian Regimes, Prague HistoryLab CZ- Developing an online learning environment His toryla b Cz i s a working ti tle of a new online learning environment developed by e xpe rts from the Department of Education at the Institute for the Study o f To talitarian R egimes. Th e l e arning environment is designed to e ngage s tudents of primary a nd secondary e ducation i n a ctive bui lding of historical literacy a s it was s ummed up by Pe ter Le e (2011). The development p roce s s of the environment currently offers analytical and interpretational tools for historical photographs a nd te xts. The learning environment a ttempts a t making use of the mediating opti ons o f d i gi ta l technologies to apply elements of methodology of constructivist pedagogy. Scaffolding techniques a re employed to deepen understanding a nd acquire skills by working wi th primary sources a l on g the l i ne proposed by Le vstick and Barton (2015: ), ra the r than use these s ources only as an illustration of a synthetic interpretation. The application has been tested empirically i n 2016 i n the Czech Re public i n 50 s chools. The testing design consisted of mixed methods a nd i ts main a i m wa s to find out how the te achers and students interact with the online l earning tool in the context of current Czech education s ystem. In the presentation, concrete examples of the work with the application s hall be pres ented to demonstrate its main principles together with the challenges of the development of the project- What kinds of text or photographs have the best potential for educational purposes? What is the most effective and appropriate type of work with the learning environment (groupwork/whole class discussion/individual work out of the classroom)? May this type o f wo rk replace the more traditional teaching methods? What were the biggest challenges for students a nd for teachers? BIOS Vojtě ch Ripka, born 1979 i s a head of the Department of Education, I ns ti tute f o r th e S tu dy o f Totalitarian Regimes, Prague. He has studied political science and comparative social p olitics at Ma s aryk University i n Brno a nd the University of Oxford. He has publ i s he d o n to pi cs o f s oci a l science methods, comparative history of social politics, and tra nsitio nal justice. He h as b een working in teacher instruction and educational tool development since Ka ri na Hoře ní, born 1984, i s a l ecturer a nd re searcher a t the Department of Education, I ns ti tute for the Study of Totalitarian Regimes, Prague. She holds M.A. i n history a nd sociology a nd curre ntl y is a student of PhD. programme in sociology a t the Masaryk U n i ve rs i ty, B rn o. S h e i s developing educational resources and lesson plans for the teachers and public history progra mmes. Her research interests a re contemporary history of Central Europe, memory s tudies a nd minority narratives i n the history curri cula. She is the main co-author of the onli n e l e a rni ng environment Socialism Realised- Life in Communist Czechoslovakia,

16 Hanna-Liis Kaarlõp-Nanì, independent scholar Bridging Memory Conflicts Through History Education Worl d War II brought to Estonia major changes in demographics, in fact between 1950 a n d 1980 nearly half a million Russians moved to Estonia. Today, despite th e fa ct that b eing a n Estonian citizen is so regardless of ethic origin, the Estonian-Russian speaking community is still a relatively closed community, associating itself to Russia rather than Estonia. The educational s ys te m i s not immune to this, therefore, although having one s ystem, s chools a re divided i n thos e having Estonian as their main language of tuition and those having Russian. Thi s empirical s tudy i nvestigates how sensitive topics of Es tonian history s hould be taught i n s chools with Russian as the l anguage of instruction i n order to favor the bridging of th e d i s ta nce between the two communities sparked from history a nd different collective memory. While the theoretical part of this work discusses how Estonians and Estonian-Russians memory discrepancies are based on different narratives of the Second World Wa r and on the following occupation period, the empirical part, made of mixed methods, sh ows th at teach ers s hould consciously i nclude s tudents collective memory a b out th e p a s t e vents, th ey s houl d empathize the difference between collective memory a nd history a nd they s hould address students negative attitudes to favor social cohesion. BIO Hanna-Liis Kaarlõp-Nanì is currently a teacher for history and civics. She graduated cum laude from Tallinn University in 2013 with the master thesis Bridging Memory Conflicts Through History Education. Her master thesis received a national award as the best pedagogical master thesis of the year. As well as teaching, she worked from 2013 to 2016 at the Estonian National Commission for UNESCO as educat ional programs coordinator.

17 Mare Oja, Tallinn University IT in history teaching in Estonia: challanges of teachers The digitalisation of education is no longer a potentiality, but a reality educational sys tems mus t ta ke into account a nd a dapt to. Teachers are being encouraged to use digital to ol s i n th e ir classrooms, because students must become digitally literate to live in to day s world, b ut also be ca use these tools may also i mprove the learning process. The skill to find information, wh i ch i s necessary for ori entation i n i nformation abundance, for l ife, work and learning, i s a ba s e o f th e knowledge society. Pupils learn differently today: their way of thinking has changed, they are constantly rewired wi th e ach other and with the world. Acce ss to information is a vailable a nd a lmos t u nl i mi te d a l l over the world. The generation born and grown up in the information society is a ppointed i- Generation, who has advanced playback and photo-visual literacy, but the ability of i nformatio n selection and critical assessment requires development. The teacher must find ways to e mplo y technology in teaching for it to be purposeful. The digital revolution i n education means the integration of the digital possibilities into the learning process, to make teaching mo re e ffective and to meet better needs of today's learners. The aim of the presentation is to discuss 1. the changed teaching environment, using e l e ctronic a rchives a nd having vi rtual l essons i n museum; 2. cha llanges of using IT: it ca n become a goa l by i tself, te chnology changes faster than skills of users, e nvironments become chargea bl e o r compa nies will s top their s upport a nd dictate the use of I CT opportunities; 3. a nd to i ntroduce some examples of practise.

18 Session History teaching in broader context Alison Twells, Sheffield Hallam University Have you a photo of yourself in school uniform, or are you shy? : using WW2 letters to teach sex and safety in PSHE and using pedagogies from PSHE to develop a curriculum for resilience in HE. Thi s paper e xplores the use of pedagogies from Pe rsonal, Social and Health Educa ti o n ( PS H E ) i n the secondary school curriculum in Britain in the development of university history curricula a nd academic research. It focuses on my work with a school teacher/pshe consultant in the development of a resource concerned with sexual grooming. The resource is based on my research into a collection of sexually-explicit letters written during WW2 by a Royal Navy sailor to a n English schoolgirl. The paper e xplores: feedback from Y9 s tudents ( ye a rs o l d) a b out encountering historical material via PSHE pedagogies; the use of PSHE pedagogies in informing the de ve lopment of a new module on History of Gender a nd Se xuality for s econd ye ar undergradua te hi s tory s tudents; how exploration of the dynamic between a pre datory male a nd a sexua ll y a l ive but innocent young woman in wartime Britain might help our approach to grooming and sexual abuse and vice versa; and the way in which a focus on history a nd re silience ca n raise new research questions. My wider interest concerns the uses of history beyond the tra ditional university setting and the ways in which innovative external pedagogies can enhance our teaching. Bio Dr Alison Twells is a Reader in History at Sheffield Hallam University, UK and a HEA National Te a ching Fellow. She has ta ught history i n unive rsity for more than twenty ye ars. Pri or to then, she tra i ned as a secondary s chool teacher and wrote active l earning teaching re sources on empire a nd Bri ti sh history. At She ffield Hallam, she re searches, publishes and teaches i n the f i e l ds o f Pu bl i c History and Gender History and has a particular interest in the use of external pedagogies, particularly community history, creative history and school history, and in th e d evelopment o f history curricula for resilience and self-efficacy.

19 Carey Beam & Kristen Hengtgen, Indiana University Getting Outside the Classroom (and into old houses): Practicing Historical Thinking with Teacher Education Students The discussion of historical skills and history education often happen in isolated spaces. The hi s tory de partment te nds not to cross-collaborate with the s chool of e duca ti on, w ho m a y n ot collaborate with university museums, for example, even though all spaces are likely interested in history pedagogy. What happens when an educational historian who teaches the history of American education collaborates with a librarian and museum director to work together to infuse an undergraduate educational history class with historical skills? This presentation will explore the major findings from our collaboratio n. We fo un d th at, although in different spaces, we experience similar bottlenecks with students practicing historical s kills. In re sponse, we have worked together to a ddress historical empathy s kills, di f fere nti ati ng between bias and reliability of evidence, and making an argument u sing evi dence. Th e d ual purposes of this panel are to advocate for teaching historical skills through multidisciplinary collaboration, as well as explore innovative pedagogical methods including evidence a nalys es a t museums and student participation in deciding how the museum can better s erve s tudents i n higher education. Bios Ca re y Be a m is a librarian a nd director of the Wylie House, a historic hous e m us e u m a t In di a na University. Her areas of interest and practice include instruction in primary s ource l iteracy a nd historic research skills. The Wylie House serves as a real-life model where archival materials a nd historic research skills impact knowledge of history and interpretive decisions. Kristen Hengtgen is a doctoral candidate and Associate Instructor at Indiana University. Her re s e arch focuses on the history of e ducational i nnova tion a nd the practice of d e mo cra cy i n th e outdoors. She is additionally interested in rethinking the way social foundations courses are taught in teacher education, particularly through exercises in historical thinking.

20 Taru-Anneli Koivisto, University of the Arts, Helsinki Historical Reenactment and Music: Collaborative Educational Dialogue between Generations? The purpose of this ongoing study is to explore the approach of living history and historical reenactment as a form of collaborative and educational dialogue between the participants of such an event. In particular, the study contemplates the reenactement of the 10th Trail of the Dispatched (Evakkovaellus) held in Finland during the summer of 2016, a n event in which the author participated as a music therapist, music educator and researcher. The tentative research question is: What are the possibilities of historical reenactment and music in creating collaborative educational dialogue? The study will also includ e discussion o n emergin g cri tical vi ews o n historical re-enactment in general and how these apply to the unique emotional setting a t h and. The research methodology is based on qualitative ethnography and partly inspired by autoethnography. The data of the research comes from multiple resources (e.g. newspaper articles, a research diary, interviews and video recordings) that are triangulated and analysed us i ng reflexive methodology.

21 Session Mikä historian opetusta ohjaa? Mikko Puustinen, University of Helsinki Ylioppilaskoe, oppimateriaalit vai opetussuunnitelman perusteet lukio-opetuksen ohjaajana? Esityksessäni lähestyn taitopainotteista historian opiskelua lukiossa o pettajan näkökulmasta. Kyseenalaistan, sopivatko opetussuunnitelman perusteisiin kirjatut taito vaatimukset yh te en historian reaalikokeen kysymystyyppien kanssa. Lukion syksyllä 2016 voimaan tullut OPS asettaa historian opetukselle kunnianhimoisia taitotavoitteita. Opiskelijan odotetaan esimerkiksi kykenevän rakentamaan menneisyyttä koskevaa tietoa tarkoituksenmukaisia lähteitä käyttäen, arvioimaan sitä kriittisesti sekä ymmärtämään sen monitulkintaisuuden ja suhteellisuuden. OPS:n kunnianhimoiset taitovaatimukset ovat ristiriidassa perinteisen, kro nologiaa ja ulkomuistia korostavan historian opetuksen perinteen kanssa. Työssäni lukion opettajana kohtaan valtavasti nuoria, jotka tietävät valtavasti mutta e ivät taida. Arkisen opetustyön kannalta haasteita asettavat sekä tietokeskeiset opetusmateriaalit että ennen kaikkea ylioppilaskokeen tehtävät, joiden backwash-vaikutus ohjaa painottamaan u lkomuistia. Ylioppilastutkintolautakunta on sitoutunut uudistettuun Bloomin taksonomiaan, jossa muistaminen sijoittuu alimmalle tasolle. Ylempien tasojen osaamista tai niitä kuvaavia verbejä o n kuitenkin käytetty historian reaalikokeissa hyvin vähän. Aiemmin on havaittu, että yhteiskuntaopin ylioppilaskokeiden kysymykset vuosina edustivat kaavamaista oppimiskäsitystä ja mittasivat muistamista, mutta eivät taitotavoitteita (Ahvenisto ym., Kasvatus & aika 3/2013). Yksi lukio-opettajan tehtävistä on auttaa opiskelijoita menestymään päättökokeessa. Tutkiessaan aiempia ylioppilaskokeen kysymyksiä lukio-opiskelijat orientoituvat tietopainotteisu uteen myö s itse. Samaan suuntaan heitä ohjaa sisältöpainotteinen o ppimateriaali. Esitykselläni h aluan herättää keskustelua: Voiko opettaja jättää päättökokeen kysymystyypit huomiotta p yrkiessään saavuttamaan OPS:n taitotavoitteita? Entä millaiset tehtävätyypit ja arviointi tukevat taitopainotteista historian opiskelua?

22 Ida Vesterinen, Uni versity of Jyvä skylä Etnografinen lähestymistapa kahdeksasluokkalaisten historialliseen ajatteluun Esitelmä käsittelee yläkoulun historiallista ajattelua tarkastelevan väitöstutkimuksen tutkimusasetelmaa ja menetelmällisiä lähtökohtia. Tutkimuksen keskiössä o n kah deksann en luokan historian oppitunnit, joita lähestytään kouluetnografisesti keräämällä havainto-, haastattelu- ja tekstiaineistoa muutaman kuukauden ajalta. Taustaoletuksena elää ajatus luokkahuoneesta eräänlaisena keskuksena, jossa vuorovaikuttavat mu un mu assa o pettajan ja oppilaiden historiakäsitykset, ympäröivä historiakulttuuri ja kollektiivinen muisti sekä koulukulttuuri ja koulutuspolitiikka, joilla kaikilla on osansa sekä nuorten että opettajien historiallisen ajattelun muovautumisessa. Tutkimuksen tavo itteena o nkin selvittää mi ten ja millaista historiallista ajattelua yläkoulun historian opetus tuottaa.

23 Juuso Repo, Jyväskylän aikuislukio Historiatietoisuuden syventäminen lukion historian kurssilla Esitykseni käsittelee historiatietoisuuden huomioimista lukion historian kurssin suunnittelussa ja toteutuksessa. Historiatietoisu us o n n oussut keskeiseksi te emaksi lu kion historian opetuksessa. Uudessa lukion opetussuunnitelmassa asetetaan tavoitteeksi, että opiskelija kykenisi syventämään historiatietoisuuttaan, kun aiemmassa o p etussu unnitelmassa todettiin, että historian opiskelun yhtenä tavoitteena on rakentaa h istoriatietoisuu tta. Kys yn esityksessäni, miten historiatietoisuutta voidaan opetuksessa syventää aktiivisesti ja kriittisesti. Esittelen myös omia vastauksiani opettamaltani Suomen h istorian käännekohtia -kurssilta keräämäni aineiston pohjalta. Tarkastelen esityksessäni aluksi historiatietoisuuden määritelmää ja teen lyhyen katsauksen viimeaikaiseen keskusteluun historiatietoisuudesta. Nostan esille muutamia linjauksia historiatietoisuuden määrittelystä, kuten historian merkitys ja yksilön merkitys to imijana sekä toiminnan motiivien tavoittaminen. Esimerkkinä käytän Jyväskylän aikuislukiossa pitämääni Suomen historian käännekohtia - verkkokurssia. Käsittelen kurssin suunnitteluprosessia ja esittelen ku rssin s isältöä. An alyso in kurssipalautetta historian merkityksellisyyden ko kemusten o salta. Lo pu ksi kysyn, millaisia mahdollisuuksia historiatietoisuuden syventämisen tavoite antaa lukion historian opetukselle. BIO Opetan Jyväskylän aikuislukiossa historiaa, yhteiskuntaoppia, filosofiaa ja elämänkatsomustietoa. Historianopetuksessa olen kiinnostunut historian opiskelemisen merkitykseen liittyvistä kysymyksistä. Olen valmistunut historian ja yhteiskuntaopin opettajaksi Jyväskylän yl iopistosta vuonna 2004.

24 Session History in society 2 Luana Salvarani, Uni ve rsity of Pa rma Teaching history to prospective educators and social workers: fostering openmindedness and cultural awareness through historical thinking Professionals in the field of non-scholastic education and social work are facin g i ncreasin g complexities in defining their objectives and their contribution to community building. Cultural diversity and economic inequalities pose new challenges and require a re flective, p roblematic a tti tude. Historical thinking is, in our opinion, a key competence tha t s houl d b e d eveloped i n prospective educators, teaching the discipline not as a further refinement of a general cultu re in humanities, but as a tool to decipher the cultural framework of their own educational p rinciples and make themselves open to reevaluation and change. As far as Italy is concerned, academic tradition places history (usually declined as history o f e ducation ) a mong the core subjects in University curri cula for prospective e ducators a nd s oci a l workers, but its potentialities are often not fully exploited. As an historian an d a p ro fessor i n a Department of Education, I d like to reflect on the subject and discuss s ome methodologies a imed a t developing educators historical thinking, i n order to ma ke them able to s hift between different poi nts of vi ew, and to suppress the deliverance of hasty moral judgments a bout o th e r p e opl e s lives and choices. BIO Lua na Salvarani holds a PhD i n Theory a nd tra dition of texts a nd i s currently As sistant Profes s or in History of education and Juvenile literature at the University of Parma, Italy. In the ye ars s he worked both as a n independent re searcher a nd fixe d-term te ache r i n the s ame Unive rsity, a nd as a teacher of history i n Italian public compulsory s chool s yste m, w i th pupils a ged She also worked with drop-out pupils aged i n a regional project ( Secondchance school ). Her research interests as historian of education are focused on nation-building processes and religious debate, both in Europe (16th-17th century) and North America (18th-19th century). He r mos t re cent a nd re levant publications a re listed i n

25 Tom Haward, University College London (UCL) State of the Art: An Investigation into how students, teachers and education professionals experience visual historical sources in the teaching of Secondary School History in England Teaching History using visual historical sources poses a number of apparent paradoxes. Why, for instance, when some prominent voices assert that pictures a re complicated, a nd need unpi cking and unpacking, (Schama: 2015), do they s eem all too often to be us e d a s i l l us tra ti ve adjuncts to text? Indeed, there seems to be a discrepancy between the aesthetic i mm ediacy o f vi s ual sources that i nvite a surface glance, a nd deeper, more complex re adings that are p os s i bl e, with their attendant pedagogical implications for the teaching of History. Further, why is it that at a ti me when there seems to be a move among s ome academic historians towards acknowledgi n g the utility of visual sources as historical evidence in their own right (Gatrell: 2016), recently revised GCSE and A-level syllabuses in contrast have tended to marginalise their use? Within th is vi sualtext dichotomy, some have claimed that visual texts can be re ad just as the printed word (Howells & Negreiros: 2012), yet the very nature of their non-linearity i mmediately invites interrogation of such claims. The s e are s ome of the questions this re search has s ought to explore, th rou gh a s e ri e s o f s emi-structured intervi ews, l esson observations and focus groups involving s tudents, teachers a nd education professionals who work with students in art galleries. BIO Hawa rd is a lecture r In History a nd Holocaust Education a t the Unive rsity Col l e ge Lo n don ( U CL) Centre for Holocaust Education. He has over 20 yea rs experience teaching History both in Engl is h comprehensive schools and abroad, and has also been an Associate Fellow a t th e Unive rsity o f Sussex working in Initial Teacher Education in History. He has been awarded a Monticello- Barringer Fellowship at the University of Virginia, and has recently studied American History a t Sta nford University with Gilder-Lehrman. Author of Seeing History (Bloomsbury), he is curren tl y a l so a doctoral s tudent at the University of Sussex, conducting an investigation into how teachers, s tudents a nd education professionals experience visual sources of i nformation in the tea ch i ng o f Hi s tory.