| Title: |
Can a Constructivist, Community-Based Intervention Increase Student Motivation to Study History? A Case Study from Ghana |
| Language: |
English |
| Authors: |
Trevor Getz (ORCID 0000-0003-0564-7340); Fredrick Kofi Ayirah (ORCID 0000-0002-7150-8261); Tony Yeboah (ORCID 0000-0001-6521-1499); Stacey Kertsman (ORCID 0000-0002-5284-223X); Benjamin Getz (ORCID 0000-0002-1811-5696); Fara Bakare; Ariana Kertsman (ORCID 0000-0002-6687-4240); Kaela Getz (ORCID 0000-0002-9776-1898); Tryphena Ebu Mintah; San Francisco State Univ., CA. |
| Source: |
History Education Research Journal. 2024 21(1). |
| Availability: |
UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education |
| Descriptors: |
Foreign Countries; High School Students; Constructivism (Learning); Community Education; Intervention; Student Motivation; History Instruction; Literacy; Culturally Relevant Education; Student Experience; Curriculum Development; Student Research; Student Centered Learning |
| Geographic Terms: |
Ghana |
| ISSN: |
2631-9713 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1406766 |
| Database: |
ERIC |