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 should always be on the history teacher to decide whether the use of educational technologies is conducive to their own teaching environments. Nevertheless, the authors argue that there is a plethora of possibilities in educational technologies, which history educators can harness to facilitate an enhanced conceptual learning experience for their students.

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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Field Trips (VFTs) are increasingly recognized as effective tools for engaging students with challenging and complex historical content.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 demonstrates how VFTs can promote deeper historical thinking, inquiry, and authentic engagement, particularly in teaching Cold War content, such as the Berlin Wall.

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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 designed to deepen students’ skills in analysing sources and enhance their appreciation for the real-world relevance of interpreting historical sources. The author argues that this approach fosters sustainable learning experiences by tapping into intrinsic motivation and structuring cognitive processes, leading to the development of durable and transferable critical thinking abilities.

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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 how to teach. The idea of understanding the broader notions and concepts of historical understanding that are global and explain much of what their profession does seems lost on many entering history teaching. This book makes it clearer why these concepts and ideas are important to understand and can be seen in what they are supposed to teach and how they teach history.

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