A comparison of ethnic majority and minority students’ epistemological beliefs about history
The aim of the research is to compare ethnic majority and minority students’ epistemological beliefs about history. A total of 732 (509 from Hungary and 223 from Vojvodina) grade 11 and grade 12 students were involved in the study. The students evaluated 26 closed, abstract statements of the adapted...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
| Megjelent: |
2019
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| Sorozat: | Belvedere Meridionale
31 No. 4 |
| Kulcsszavak: | Történelem tanítása, Történettudomány |
| doi: | 10.14232/belv.2019.4.3 |
| Online Access: | http://acta.bibl.u-szeged.hu/68550 |
| Tartalmi kivonat: | The aim of the research is to compare ethnic majority and minority students’ epistemological beliefs about history. A total of 732 (509 from Hungary and 223 from Vojvodina) grade 11 and grade 12 students were involved in the study. The students evaluated 26 closed, abstract statements of the adapted paper-and-pencil questionnaire (STOEL et al. 2017, translation by László Kojanitz) on a six-point Likert scale. The results showed that ethnic minority students tend to nurture both naïve and nuanced beliefs about history that are basically contradictory to each other. This may be related to their “survival instinct” (PECK 2018. 322): minority students do not question contradictory viewpoints or historical narratives but use them in parallel. The research draws attention to the impact of cultural factors (e.g. ethnic identity) on epistemological beliefs. |
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| Terjedelem/Fizikai jellemzők: | 25-34 |
| ISSN: | 2064-5929 |