Pupils' enjoyment of history:
what lessons can teachers learn from their pupils?
Authors: Richard Harris a; Terry Haydn b
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Affiliations:
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a University
of Southampton. UK
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b University
of East Anglia. UK
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DOI: 10.1080/09585170601072544
Publication Frequency: 4 issues per year
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Abstract
This article explores pupil attitudes towards history as a school
subject in England,
with a view to developing a better understanding of the factors which
influence disaffection or engagement with the subject. The study attempts to
identify what pupils like and dislike about how they are taught and what they
are taught in history lessons. The study was carried out in 12 secondary
schools with pupils aged 11-14. Questionnaires were returned from 1740 pupils
and 160 of these were involved in focus group interviews. The findings
show that how pupils are taught appears to matter more than what they are
taught and identifies teaching approaches that pupils considered to be
particularly effective, and teaching approaches that appear to contribute to
pupil disaffection and disengagement from the subject. The study also
provides insights into the extent to which pupils find history enjoyable
compared to other school subjects. Although the study is primarily of
interest to history teachers, it may also be of interest to teachers of other
subjects who have a concern for the degree of pupil engagement with their
subject.
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Keywords: Active learning; Disaffection; Engagement; History
teaching; Interactive learning; Pedagogy
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