Pedagogy of the History Classroom

Abstract

The purpose of this study is to uncover what specific role constructivist pedagogy has within the history classroom, and whether it is perceived as useful from both a student and teacher perspective, to best inform future history teaching practice. The study was conducted within four secondary schools across the south and east of England, focussing on students in both years 7 and 10. The research process involved lesson observations, questionnaires and interview process to uncover perceptions, reflections and opinions regarding the implementation of constructivism in secondary history classrooms.

The results of the study were that constructivism was perceived as useful by both students and teachers, though both parties acknowledged difficulties in the implementation of the pedagogy within the classroom. Further themes emerged which discussed teacher understanding of the pedagogy, as well as students focus on individual written pedagogy, given the English context. The research projects conclusion uncovered that constructivist pedagogy is perceived to be no more or less important within the history classroom than any other practice, and indeed finds itself most useful when employed in addition to other pedagogical approaches.