Pupils' enjoyment of history: what lessons can teachers learn from their pupils?


Harris, Richard and Haydn, Terry (2006) Pupils' enjoyment of history: what lessons can teachers learn from their pupils? The Curriculum Journal, 17, (4), pp. 315-333. (doi:10.1080/09585170601072544).

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Description/Abstract

The paper explores pupil attitudes towards history as a school subject in England, with a view to developing a better understanding of the factors which influence disaffection or engagement with the subject. The study attempts to identify what pupils like and dislike about how they are taught and what they are taught in history lessons. The study was carried out in 12 secondary schools with pupils aged 11-14. Questionnaires were returned from 1740 pupils and 160 of these were involved in focus group interviews. The findings show that how pupils are taught appears to matter more than what they are taught and identifies teaching approaches that pupils considered to be particularly effective, and teaching approaches that appear to contribute to pupil disaffection and disengagement from the subject. The study also provides insights into the extent to which pupils find history enjoyable compared to other school subjects. Although the study is primarily of interest to history teachers, it may also be of interest to teachers of other subjects who have a concern for the degree of pupil engagement with their subject.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/09585170601072544
ISSNs: 0958-5176 (print)
Related URLs:
Keywords: pedagogy, history teaching, disaffection, engagement, active learning, interactive learning
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
D History General and Old World > D History (General)
ePrint ID: 42507
Date :
Date Event
2006Published
Date Deposited: 13 Dec 2006
Last Modified: 16 Apr 2017 18:52
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/42507

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