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Singapore students’ conceptions of history
Author
Choo, Wendy Liyun
Supervisor
Sim, Jasmine Boon-Yee
Abstract
This study explores seven students’ conceptions of history in a Singapore pre-university institution through the use of Wertsch’s theory of mediated action. Through an understanding of the affordances and constraints posed by the cultural tools used by local students in historical activities, this study aims to provide culturally relevant pedagogical and curricular suggestions to strengthen students’ historical thinking. The central research question guiding this study is: Given the social context of Singapore, what are the cultural tools used by students as they engage in historical activities? Two subsidiary questions frame the inquiry. They are: 1) how do local students understand history and 2) how did the social context influence their conceptions of history? The research questions were addressed through a qualitative research design involving semi-structured student interviews, documentary analysis of the ‘O’ and ‘A’ level history and Social Studies syllabus and the school’s scheme of work for history.
This study found that there were some major differences between local students’ conceptions of history and that of students from other countries. These differences indicate that at least on some occasions, students in Singapore made use of different cultural tools as compared to the American and UK students to think about the nature and purpose of learning history. In addition, the social contexts of historical representation experienced by Singapore students are also very different from that of American and Irish students in Barton’s study (Barton, 2008). None mentioned traditional sources of historical information such as historical archives, museums or monuments. More significantly, my findings seemed to indicate that familial influences influenced the Malay students much more than the Chinese students.
Two sources were particularly influential on local students’ conceptions of history: 1) school and 2) race and religion. Almost all the interviewees prioritized school knowledge over information sources outside of school. Secondly, students’ historical understandings were also clearly influenced by their race and religion, though none of the students were conscious of it. The influences of ethnicity and religion were not simply limited to their ideas about the purpose of history, it also affected the significance students of minority races placed on historical developments and figures.
The findings indicated that local students’ conceptions of the nature and purpose of history are deeply affected by the historical representations they encountered in school. In school, students learn about the Singapore Story and about regional and international developments through a comparative, issue-based form of historical representation. Regardless of the forms of historical representation, students draw the same lessons and see Singapore as more progressive and successful as compared to other nations. However, the emphasis on historical skills in the curriculum also meant that local students were more advanced in their conceptions of history and tends to take a more analytical stance to history.
This study found that there were some major differences between local students’ conceptions of history and that of students from other countries. These differences indicate that at least on some occasions, students in Singapore made use of different cultural tools as compared to the American and UK students to think about the nature and purpose of learning history. In addition, the social contexts of historical representation experienced by Singapore students are also very different from that of American and Irish students in Barton’s study (Barton, 2008). None mentioned traditional sources of historical information such as historical archives, museums or monuments. More significantly, my findings seemed to indicate that familial influences influenced the Malay students much more than the Chinese students.
Two sources were particularly influential on local students’ conceptions of history: 1) school and 2) race and religion. Almost all the interviewees prioritized school knowledge over information sources outside of school. Secondly, students’ historical understandings were also clearly influenced by their race and religion, though none of the students were conscious of it. The influences of ethnicity and religion were not simply limited to their ideas about the purpose of history, it also affected the significance students of minority races placed on historical developments and figures.
The findings indicated that local students’ conceptions of the nature and purpose of history are deeply affected by the historical representations they encountered in school. In school, students learn about the Singapore Story and about regional and international developments through a comparative, issue-based form of historical representation. Regardless of the forms of historical representation, students draw the same lessons and see Singapore as more progressive and successful as compared to other nations. However, the emphasis on historical skills in the curriculum also meant that local students were more advanced in their conceptions of history and tends to take a more analytical stance to history.
Date Issued
2015
Call Number
D16.2 Cho
Date Submitted
2015