Conceptions about the nature of accounts in history : an explorarory study of students' ideas and teachers' assumptions about students' understandings in Singapore
This thesis is an exploratory study of students' understandings about the nature of accounts in history, and teachers' assumptions about those ideas. The study was designed to achieve two related objectives: first, to explore and map out the range of ideas students in Singapore may hold about the nature of historical accounts, and second, to examine the assumptions teachers in Singapore may have about their students' understandings. Sixty-nine students (fifty in Year 9 and nineteen in Year 12) across nine institutions completed two written task-sets designed to generate data on students' ideas about accounts. Group interviews were conducted with all students. 93 teachers responded to a questionnaire survey designed to explore teachers' ideas about students' understanding of accounts. In-depth interviews with nine teachers were carried out to supplement questionnaire data. Data analysis of students' ideas pointed to a broad range of student conceptions about accounts, and to the possibility of viewing these conceptions progressively across a 'factual-multiple-criterial' continuum. Analysis of data that focused on teachers' assumptions about students' ideas revealed the possibility of viewing students' conceptions
Afandi, Sahaimi Mohamed
Conceptions about the nature of accounts in history : an explorarory study of students' ideas and teachers' assumptions about students' understandings in Singapore. This thesis is an exploratory study of students' understandings about the nature of accounts in history, and teachers' assumptions about those ideas. The study was designed to achieve two related objectives: first, to explore and map out the range of ideas students in Singapore may hold about the nature of historical accounts, and second, to examine the assumptions teachers in Singapore may have about their students' understandings. Sixty-nine students (fifty in Year 9 and nineteen in Year 12) across nine institutions completed two written task-sets designed to generate data on students' ideas about accounts. Group interviews were conducted with all students. 93 teachers responded to a questionnaire survey designed to explore teachers' ideas about students' understanding of accounts. In-depth interviews with nine teachers were carried out to supplement questionnaire data. Data analysis of students' ideas pointed to a broad range of student conceptions about accounts, and to the possibility of viewing these conceptions progressively across a 'factual-multiple-criterial' continuum. Analysis of data that focused on teachers' assumptions about students' ideas revealed the possibility of viewing students' conceptions
nature account history study student_idea teacher assumption student understanding singapore exploratory_study student understanding nature account history_teacher assumption idea study design achieve two_related objective first_explore map range idea student singapore may_hold nature historical_account second examine assumption teacher singapore may student understanding sixty student across institution complete write task sets design generate data student_idea account group_interview conduct student teacher respond questionnaire_survey design explore teacher idea student account depth_interview teacher carry supplement questionnaire data data_analysis student_idea point broad_range student conception account possibility view conception progressively across factual multiple continuum analysis_data focus teacher assumption student_idea reveal possibility view student conception