Afandi, Suhaimi

Affiliations: 
National Institute of Education, Singapore

Serious Fun: Game Design to Support Learning about the Surrender of Singapore

"Chronology, or putting past events in temporal order, is a starting point for making sense of the past (Seixas & Morton, 2013). However, sequencing the past into chronological order requires more than the memorization of events and their dates. Chronological thinking is central to historical reasoning because it enables us to organize our thinking about the past, consider relationships between events, determine cause and effect, and identify the structure or “plotline” of stories told about the past (i.e., those contained in accounts or historical narratives)."

Towards an Effective Professional Development Model to Deepen History Teachers’ Understanding of Historical Concepts

"This small-scale study explores professional development (PD) designs for history teachers in Singapore and proposes a PD model that uses a job-embedded collaborative approach. Drawing from research on effective PD and data gathered from questionnaires and interviews conducted with participants involved in a PD workshop, this paper considers the value of collaborative PD approaches aimed at promoting and encouraging historical thinking. The authors conclude that PD history workshops that are carefully designed to support the development of teachers’ professional knowledge bases, and ones that offer opportunities for teachers to actively translate conceptual ideas into concrete teaching strategies, are critical in transforming beliefs and practices that can work towards more robust historical thinking and discourse in the classroom. "

Teaching for Historical Understanding (TfHU): Developing a Discipline-based Curriculum Model at Tanjong Katong Secondary School

"This paper reports the experiences of the History Unit at Tanjong Katong Secondary School (TKSS) in their attempts to craft a discipline-based curriculum model focusing on instruction that develops students’ historical understandings. The paper describes the project structure and development of the Tanjong Katong (TK) Teaching for Historical Understanding (TfHU) approach to historical instruction, shares some reflections by teacher participants involved in the project, and highlights several learning points and implications for curriculum change at TKSS. The history teachers at TKSS recognised that the TfHU project had further developed their awareness of more effective methods to teach history, and were confident that the focus on disciplinary understandings will enhance student engagement in their history classrooms. They demonstrated strong belief that students can be made to understand complex issues in history if they are given the proper tools or cognitive challenges suitably crafted to develop deeper thinking about aspects of the discipline."

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An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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