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Recognizing the diverse perspective: A critical ethnography of students’ recognition and negotiation in historical learning

Dikawati, Reni; Sariyatun; Warto

Dikawati, R., Sariyatun, Warto. (2018). Recognizing the diverse perspective: A critical ethnography of students’ recognition and negotiation in historical learning. VNU Journal of Science: Education Research, Vol. 34, No. 4 (2018) 1-6; 2588-1159; http://repository.vnu.edu.vn/handle/VNU_123/63094; https://doi.org/10.25073/2588-1159/vnuer.4159

Truy cập trực tuyến

  • Nhan đề:
    Recognizing the diverse perspective: A critical ethnography of students’ recognition and negotiation in historical learning
  • Tác giả: Dikawati, Reni; Sariyatun; Warto
  • Chủ đề: Recognition; Negotiation; Historical learning
  • Mô tả: This article elucidates the process of students’ recognition and negotiation in historical learning. Critical ethnography was used in this research as an approach to understand the diversity of perspectives and epistemological dimension of students’ knowledge. The subjects of research were the postgraduate students of History Education Department at the University of Negeri Yogyakarta with the narration of Tunggul Wulung as their learning material. The research result shows the process of eecognition in which the students tried to understand the diverse perspective through interaction in the classroom. The students also tried to negotiate the new historical knowledge with psychological process. The recognition and negotiation can be defined as the two psychological models that provide a deep understanding of how the students accepted or rejected information during the learning process. The research highlights that those psychological models should be the focus of the historical learning research in the future.
  • Nhan đề liên quan: VNU Journal of Science: Education Research
  • Nơi xuất bản: H. : ĐHQGHN
  • Năm xuất bản: 2018
  • Định dạng: application/pdf
  • Ngôn ngữ: English
  • Số nhận dạng: Dikawati, R., Sariyatun, Warto. (2018). Recognizing the diverse perspective: A critical ethnography of students’ recognition and negotiation in historical learning. VNU Journal of Science: Education Research, Vol. 34, No. 4 (2018) 1-6; 2588-1159; http://repository.vnu.edu.vn/handle/VNU_123/63094; https://doi.org/10.25073/2588-1159/vnuer.4159

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