Editorial: Reimagining History Education for a Changing World This volume explores, in various ways, the ongoing relationship between the discipline of history and the school curriculum. While school history is not intended to fully replicate the academic discipline—and students are not expected to become professional historians—the enduring question of “what should school history look like?” […]
Volume 13, Issue 1 2025 Read More »
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
Towards Powerful Knowledge in the Singaporean History Classroom Read More »
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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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
The Power of Conceptual Teaching in the Everyday History Classroom Read More »
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
Playful Pedagogies for Future History Educators Read More »
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
Abstract The rise of educational technologies creates many opportunities for history teachers to deepen their students’ understanding of historical concepts. This article highlights a case study of how history teachers can use Canva, an online interactive platform, to conduct a lesson on the historical concept of causation. This article is not prescriptive — the onus
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
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
Book Review Teaching History: A Practical Guide for Secondary School Teachers Jonathon Dallimore, Melbourne: Amba Press, 2025. 210 pages. ISBN 9781923215481 (paperback; also available as e-book). Beginning history teachers often don’t see the relevance of the key concepts of history education and historical understanding. They regularly – and naturally – just want practical tips on
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