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Developing Source Analysis Skills in Upper Secondary History Students: Incorporating RCC and IPSS into Structured Academic Controversy

Abstract This paper proposes an integrated approach to strengthen source analysis skills among upper secondary history students by leveraging Structured Academic Controversy. It synthesises principles from humanities education with two key frameworks from the learning sciences: the Information Processing and SEEKING System (IPSS) and the Readiness, Coherent Construction, and Consolidation (RCC) framework. This synergy is […]

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Beyond the PEEL: Reflections and Explorations on Instruction in Argumentative Writing in Singapore History Classrooms

Abstract Beyond investigating into the past and interrogating sources, the practice of History involves a significant communicative aspect – learners are also expected to read and write History. However, historical writing in Singapore schools is often subordinated to expedient writing frames, which often prioritise writing outcomes over the growth of student thinking processes. Through a

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Reimagining and Transforming Cold War Education: Virtual Field Trips and the Berlin Wall Experience

Abstract Virtual Field Trips (VFTs) are increasingly recognized as effective tools for engaging students with challenging and complex historical content. This exploratory case study demonstrates how a VFT focused on the Berlin Wall was implemented in a Singapore upper secondary history classroom. Drawing on studies in experiential learning, student motivation, and distributed cognition, this paper

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The Power of Conceptual Teaching in the Everyday History Classroom

Abstract This paper discusses practical approaches that enable students to appreciate how individual historical events connect to form meaningful patterns and relationships. Through lesson examplesi and samples of student responses, this paper foregrounds the benefits of teaching for conceptual understanding and how it deepens historical understanding. While recognising challenges in adopting such pedagogy, the authors

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Playful Pedagogies for Future History Educators

Abstract How can play serve as a powerful pedagogical tool for fostering joy and engagement in Singapore’s history classrooms, especially given the high-stakes and examination-driven context? Through insights from a study trip to Denmark and conversations with Singaporean student-teachers, this article examines the possibilities and tensions of adopting Playful Learning in the classroom as a

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Towards Powerful Knowledge in the Singaporean History Classroom

Abstract This article examines how historical knowledge can be made “powerful” – to equip our students with knowledge that enables them to understand, engage meaningfully with, and act upon the world. By outlining the features of powerful knowledge—specialised, conceptual, epistemic, and ontological—and addressing key challenges in implementing a knowledge-rich curriculum, this article considers the avenues

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Rethinking History Education in the Age of AI

Abstract The rapid proliferation of generative artificial intelligence (AI) has raised questions about the relevance of history education. In response, this paper examines the limitations of AI, particularly its large language models (LLMs), and highlights the enduring educational value of historical thinking. While AI can generate plausible narratives, it often lacks empirical accuracy, interpretive depth,

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Negotiating a sense of home: mainland Chinese student migrants’ childhood education migration experiences in Singapore

XinTong CHEN    Keywords children’s migration international student mobility home belonging national identity Abstract As part of the rise in international student mobility, more children are venturing abroad for pre-tertiary education. These children are often embedded in the transnational social field, forging deep and ongoing familial, social-economic, and political connections across borders. Yet, to date,

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Immigrant Parents’ Articulation and Imaginings of the Singaporean Education System

Ariel Kit Yen CHUA Lee Tat CHOW  Peidong YANG    Keywords immigration immigrant parent parenting education Singapore international school bilingualism Abstract Drawing on a study into immigrant parents’ influences on children’s education in Singapore, this paper presents preliminary and partial findings on immigrant parents’ discourses surrounding various forms of schooling or education systems, specifically the

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Cultural Heritage and Identity Formation: A Study of Second-Generation Immigrant Children through Parental Perspectives in Singapore

Yi Fei LOH   Lee Tat CHOW  Peidong YANG    Keywords identity immigrant education ethnic cultures Abstract This paper explores how immigrant parents influence the development of their children’s identities in Singapore, drawing on qualitative interviews with parents from diverse backgrounds. A key focus is the balance between maintaining ethnic traditions and integrating into Singapore society,

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