Historical awareness of social science teachers in Albay community colleges
Article Sidebar
Main Article Content
Abstract
This study focused on the level of awareness of Social Science teachers in Albay community colleges. It addresses the following questions: 1) to determine the level of awareness of the faculty on historical distortion and historical fact, and 2) to propose training that could enhance the participants historical awareness. A descriptive mixed-method design was utilized along with a survey questionnaire, document review, and interview guide as a tool for data collection. The study participants were Social Science faculty teaching Readings in Philippine History in Albay community colleges. The frequency, weighted mean, and rank were used to interpret and quantify the collected data. The results showed that Social Science teachers were moderately aware of historical distortion. In addition, there is a consensus made by teachers that historical distortions are unacceptable and cannot be tolerated. Consequently, the teachers believed that this illegitimate practice of revisionism required a careful strategy to counter the threat it posed to the nation’s moral fabric and consciousness. Concerning facts, the Social Science teachers demonstrated a high level of awareness, which signifies that they could identify the listed items as factual because they were part of their basic knowledge of history. Reasons and factors are provided to substantiate how Social Science teachers distinguish between historical distortions and facts. Moreover, training/workshops/symposia on the challenges faced by Philippine history is the preferred proposed training by the participants. Hence, historical awareness and training play an imperative role in confronting a pressing issue in the study of history: historical distortion.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All rights reserved. Apart from citations for the purposes of research, private study, or criticism and review,no part of this publication may be reproduced, stored or transmitted in any other form without prior written permission by the publisher.
References
Ahmed, H. N., Pasha, A. R., & Malik, M. (2021). The role of teacher training programs in optimizing teacher motivation and professional development skills. Bulletin of Education and Research, 43(2), 17–37. https://files.eric.ed.gov/fulltext/EJ1338294.pdf
Ailincai, A. (2022, January 18). History education can put democracies back on track. Council of Europe. https://www.coe.int/en/web/observatory-history-teaching/-/history-education-can-put-democracies-back-on-track
Aisiah, A., & Sumarno, S. (2017). Identifying level of historical consciousness on college students of history education in terms of ethnicity. Journal of Education on Social Science, 1(1), 1–17. https://doi.org/10.24036/jess/vol1-iss1/6
Alic, A. K. B., & Bual, J. M. (2021). Readings in Philippine history: Course review, best practices, and challenges among higher education institutions. Philippine Social Science Journal, 4(4), 91–103. https://doi.org/10.52006/main.v4i4.424
American Historical Association. (2016, August 25). Guidelines for the preparation of teachers of history. https://www.historians.org/resource/guidelines-for-the-preparation-of-teachers-of-history/
Amos, S., Eghan, M. P. K., & Oppong, E. (2022). The impact of instructional materials in teaching and learning of biology in the colleges of education in the central region of Ghana. Open Journal of Educational Research, 2(5), 213–221. https://www.scipublications.com/journal/index.php/ojer/article/view/400
Candelaria, J. L., Alphora, V. C., & Kunting, A. F. (2021). A course module for readings in Philippine history. Rex Book Store.
Cempron, D. N. L. (2021). An inquiry on the underlying instructional materials in social studies. Advance. https://doi.org/10.31124/advance.14846868.v1
Chetan Kumar, G. K., Kavalar, R., & Suchitra, S. (2021). Effectiveness of seminar and webinar in learning experience: An empirical analysis. Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, 10, 247–257. http://dx.doi.org/10.5281/zenodo.5599424
Chua, M. (2022, April 29). The blame game. The Manila Times. https://www.manilatimes.net/2022/04/30/opinion/columns/the-blame-game/1841822
CMO no. 20 s 2013. (n.d.). International Year of Indigenous Languages – Philippines. https://iyil.ph/documents/16/CMO-No.20-s2013.pdf
Collins, M., & Stearns, P. N. (2020). Why study history. London Publishing Partnership.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications.
Diokno, M. S. I. (2015). Changed meanings in the practice of history. Journal of Philippine Local History and Heritage, 1(1), 1–20.
Fernandez, D. (2022, June 12). ‘Assert truths of our history,’ Robredo tells Filipinos on Independence Day. INQUIRER.net. https://newsinfo.inquirer.net/1609672/assert-the-truths-of-our-history-robredo-tells-filipinos-on-independence-day
Guiang, F. J. P. (2022). Myth-making and history-writing: Marcosian revisionism as evidence of therapeutic historiography. Pingkian: Journal for Emancipation and Anti-Imperialist Education, 7(1), 23–49.
Hammarfelt, B., Hammar, I., & Francke, H. (2021). Ensuring quality and status: Peer review practices in Kriterium, a portal for Quality-Marked monographs and edited volumes in Swedish SSH. Frontiers in Research Metrics and Analytics, 6, Article 740297. https://doi.org/10.3389/frma.2021.740297
Islam, S. (2022, May 6). Revisionist narratives and the revival of the Marcos family in the Philippines. Asia Pacific Foundation of Canada. https://www.asiapacific.ca/publication/election-watch-philippines-dispatch-6-marcos-legacy-and-youth
Ismail, R. A. M., Rozita, A., & Abas, Z. (2018). Can Teachers’ age and experience influence teacher effectiveness in HOTS? International Journal of Advanced Studies in Social Science & Innovation, 2(1), 144–158. https://doi.org/10.30690/ijassi.21.11
Kelly, J., Sadeghieh, T., & Adeli, K. (2014). Peer review in scientific publications: Benefits, critiques, & a survival guide. The electronic Journal of the International Federation of Clinical Chemistry and Laboratory Medicine, 25(3), 227–243.
Kumar A., & Pandey, G. (2023) A study to analyze awareness and detection level of fake news among university students. Global Media Journal, 21, Article 60. https://www.globalmediajournal.com/open-access/a-study-to-analyze-awareness-and-detection-level-of-fake-news-among-university-students.pdf
Padron, E. (2021, June 23). Don’t downplay the role of community colleges in healing a nation. Times Higher Education. https://www.timeshighereducation.com/campus/dont-downplay-role-community-colleges-healing-nation
Petrova, Y. (2015). Virtual museum as an environment for visual representation of urban planning concepts and lost architectural objects. In 23rd International Conference in Central Europe on Computer Graphics, Visualization and Computer Vision WSCG 2015 (pp. 45–48). University of West Bohemia. http://wscg.zcu.cz/WSCG2015/CSRN-2503.pdf
Pokhrel, R. (2022). Teachers’ perceptions towards workshops and conferences as strategies for teachers’ professional development [Master’s thesis, Tribhuvan University]. TUCL Repository. https://elibrary.tucl.edu.np/bitstream/123456789/16858/1/Full%20Thesis.pdf
Provincial Government of Albay. (2020, February 10). About Albay. https://albay.gov.ph/?page_id=812
Puji, R. P. N., Wathon, S., Zulianto, M., Surya, R. A., & Kurnianto, F. A. (2020). The students' prior knowledge at the department of history education within tertiary education. IOP Conference Series: Earth and Environmental Science, 485, Article 012041. https://doi.org/10.1088/1755-1315/485/1/012041
Richardson, A. (2021) Touching distance: Young people’s reflections on hearing testimony from Holocaust survivors. Journal of Modern Jewish Studies, 20(3), 315–338. https://doi.org/10.1080/14725886.2021.1874692
Stolare, M., Ludvigsson, D., & Trenter, C. (2021). The educational power of heritage sites. History Education Research Journal, 18(2), 264–279. https://doi.org/10.14324/HERJ.18.2.08
Tosh, J. (2019). Why history matters (2nd ed.). Red Glove Press.
Tuquero, L. (2022, February 26). 51% of Filipinos find it difficult to spot fake news on media – SWS. Rappler. https://www.rappler.com/nation/sws-survey-fake-news-december-2021
Varheim, A., Jochumsen, H., Hvenegaard Rasmussen, C., & Rydbeck, K. (2020). 12 The use of LAM institutions in the digital age. In R. Audunson, H. Andresen, C. Fagerlid, E. Henningsen, H. Hobohm, H. Jochumsen, H. Larsen, & T. Vold (Eds.), Libraries, archives and museums as democratic spaces in a digital age (pp. 247–270). De Gruyter Saur. https://doi.org/10.1515/9783110636628-012
Wahdi, A. K., Cahyani, A., Rachmadani, N. T., Gusman, R., Dari, Y. S. W., & Asbari, M. (2022). Growing historical awareness among the young generation of the Indonesian Nation. Jurnal Ilmu Komputer, Ekonomi dan Manajemen, 2(1), 1406–1413. https://ummaspul.e-journal.id/JKM/article/view/3575/1253
Zubaidah, N., Musadad, A. A., & Sudiyanto. (2022). History learning based on digital catalog media in increasing student’s historical awareness. International Journal of Educational Research and Social Sciences, 3(1), 273–278. https://doi.org/10.51601/ijersc.v3i1.270