Getz, T.;
Ayirah, F.K.;
Yeboah, T.;
Kertsman, S.;
Getz, B.;
Bakare, F.;
Kertsman, A.;
... Mintah, T.E.; + view all
(2024)
Can a constructivist, community-based intervention increase student motivation to study history? A case study from Ghana.
History Education Research Journal
, 21
(1)
, Article 1. 10.14324/HERJ.21.1.01.
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Abstract
Student interest in studying history is in decline in Ghana, as it is in secondary schools in many other parts of the world. Can student interest be stimulated, and can they be better served, by a curriculum that includes a focus on community, belonging and co-creation? This article details a preliminary intervention of just such a learning unit in a high school in Central Region, Ghana. Using a framework aligned with the historically responsive literacy approach, this programme supported student-directed research into aspects of local and personal history. The evidence from this study suggests that student motivation did increase, justifying an expanded future study of greater length, with additional participants, and building on the lessons from this preliminary effort.
| Type: | Article |
|---|---|
| Title: | Can a constructivist, community-based intervention increase student motivation to study history? A case study from Ghana |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.21.1.01 |
| Publisher version: | https://doi.org/10.14324/HERJ.21.1.01 |
| Language: | English |
| Additional information: | © 2024, Trevor Getz, Fredrick Kofi Ayirah, Tony Yeboah, Stacey Kertsman, Benjamin Getz, Fara Bakare, Ariana Kertsman, Kaela Getz and Tryphena Ebu Mintah. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | Ghana, constructivism, historically responsive literacy, community, motivation, belonging, oral history |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10187638 |
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