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<https://discovery.ucl.ac.uk/id/eprint/10020665> <http://purl.org/dc/terms/title> "Conceptions about the nature of accounts in history : an explorarory study of students ideas and teachers assumptions about students understandings in Singapore"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10020665> <http://purl.org/ontology/bibo/abstract> "This thesis is an exploratory study of students' understandings about the nature of\naccounts in history, and teachers' assumptions about those ideas. The study was\ndesigned to achieve two related objectives: first, to explore and map out the range of\nideas students in Singapore may hold about the nature of historical accounts, and\nsecond, to examine the assumptions teachers in Singapore may have about their\nstudents' understandings.\nSixty-nine students (fifty in Year 9 and nineteen in Year 12) across nine institutions\ncompleted two written task-sets designed to generate data on students' ideas about\naccounts. Group interviews were conducted with all students. 93 teachers responded\nto a questionnaire survey designed to explore teachers' ideas about students'\nunderstanding of accounts. In-depth interviews with nine teachers were carried out to\nsupplement questionnaire data. Data analysis of students' ideas pointed to a broad\nrange of student conceptions about accounts, and to the possibility of viewing these\nconceptions progressively across a 'factual-multiple-criterial' continuum. Analysis\nof data that focused on teachers' assumptions about students' ideas revealed the\npossibility of viewing students' conceptions in 'simple' to 'complex' terms, ranging\nprogressively from (i) static and binary, to (ii) subjective and perspectiveful, and to\n(iii) dynamic and multi-dimensional.\nThis thesis makes the argument that approaching the teaching of school history in a\nresponsive way requires that Singapore teachers recognize the range of\npreconceptions that students hold about accounts. Specifically, this is done by engaging students' ideas to help them make sense of new knowledge and develop\ntheir disciplinary understandings about history. The implications these findings have\non planning, research, assessment and practice are discussed in the context of a\nhistory pedagogy that is both receptive to an understanding of the methodological\nunderpinnings of the discipline, and responsive to the notion of developing students'\nunderstandings of historical knowledge."^^<http://www.w3.org/2001/XMLSchema#string> .
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