What History is cannot be understood if there is no marriage of the old and the new; as is often said, the past illuminates the present. As birds learn to fly new heights, hunters learn to shoot new ranges, this also true of the methodology for history teaching. New methods cannot be determined without reviewing the old methods for such purpose as determining what they are for the purpose of illuminating whatever new methods we may determine.
On this ground the methods used in this book can be called a survey of previous historical thoughts undertaken to determine to what extent the development of such thoughts have influenced happenings in this subject area. For that purpose the views of many authors are present not just for the sake of presentation but for the following reasons: -
(a) To familiarise readers with the level of disagreement in this area of history education.
(b) To aid the working out of new modes for formulating strategies in history teaching
(c) To provide a rich reference for further studies in this field and finally to develop new approaches to the teaching of history which are guided by factors that have affected the evolution of the subject ? matter over time.
It is hoped that teachers and students of history both at the university and secondary school level would find this book useful. Further, syllabus makers would also find it useful in drawing up guides for their subject area. It is therefore my ardent hope that this contribution borne out of years of experience, research and i teaching will illuminate our teaching and learning processes in history; thus relieving it of ignorance in developments in the discipline.
This book is an attempt to put forward modern trends in the teaching of history in schools. The first chapter examines some criticisms levelled against history in reference to the lack of aims as well as in reference to the lack of understanding of the real structure of history either by learners or teachers.
The second chapter focuses on the changing concept of history as portrayed in the theory of the subject matter. This chapter is considered important for practitioners as the theory informs practice. Historical reforms in countries like Germany, England, Wales and Zambia are put forward to illustrate the evolution of history as a subject matter in other areas. These trends are useful towards curriculum development in history. They also have comparative merit.
Chapter three deals with the issues of objectives in history teaching. The Nigerian history syllabus is said to lack aims as these are not stated in course works. The lack of aims in the author's opinion might be due to the nature of the subject matter. In this chapter, guides are suggested to help history-teachers work with objectives in the classrooms.
Chapter four deals with the issue of contents as well as methods in history teaching. Some teaching methods are explored here.
Chapter five deals with the place of history in the school curriculum. Finally, chapter six explores the material resources of history while chapter seven puts forward a proposal for a New History. This is to enable teachers to see and use new dimensions in history methodology.
This book would be useful for educators, policy makers as well as students in Universities and Colleges of Education as it will acquaint them with tenets of Curriculum Design and Evaluation. It is indeed a worthwhile book for teachers as well as student teachers.
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In 1961, Dr. Vicky Reggie-Fubara had her Cambridge School Certificate in (8 subjects), awarded by the University of Cambridge, United Kingdom with distinctions in English Literature, History and Bible Knowledge. She got married shortly after this on the 5th of July 1962 as was required by Tradition for the Girl Child.
After settling down to married life, she enrolled locally at the College of Education, Port Harcourt, Nigeria for her early teachers' training and graduated with distinctions. In 1976, she taught History and English at Stella Maris College, Port Harcourt, Nigeria. Early 1978, she went to the Moray House College of Education, Edinburgh, Scotland where she did an Advanced Diploma in Educational Management and Administration. She later left Scotland at the end of her course for University of Sussex, Falmar, Brighton, England where she took her Bachelor's degree in Guidance and Counseling. She immediately went to her graduate work in the same University and graduated in 1981 with a Masters Degree in Curriculum Studies. Later she did a Ph.D in Curriculum Studies at the University College, Carddiff Wales, United Kingdom.
Currently, she lectures at the University of Port Harcourt, Department of Curriculum Studies and Educational Technology, Port Harcourt, Nigeria, as a Senior lecturer. Before joining the University, she served at the Ministry of Education, Port Harcourt, Nigeria, as a Senior Inspector of Education in-charge of Curriculum Development Unit.
She has had immeasurable experiences as an Educator both in Nigeria, United Kingdom and in fact the Diaspora. She has published several articles in learned journals as well as co-authored books.
Her Other Titles Include-