Karlstad University

Sweden

TEACHERS AND STUDENTS’ VIEWS ON

LEARNING AND TEACHING HISTORY

Teaching and Learning History in Grade 12th of Upper Secondary Schools in

Ghazni Province, Afghanistan

Sayed Habibullah Musawi

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ABSTRACT

Faculty of Art and social science

Subject: Education

Point: 15 ECTS
Supervisor: Dr. Kenneth Nordgren
Examiner: Dr. Adrian Velicu
Date: November 2014

In this article, I tried to study the different factors that cause interest among students in history
subject in Afghan schools, especially in 12th grade. For this reason, it seems the current methods
of teaching and learning history is important to investigate. on one hand, there are different
changes in the content of history subject during the different periods that cause the changes in
the teachers’ views on historical thinking and transferring the aim and content of history to
students. On the other hand, existing history content is controversial. Besides, the quality of
learning and teaching history is sometimes in such a way that less students get interested in
studying this subject. In Afghanistan, the formation of writing history content is based on
inclusion of a lot of information in limited pages. Likewise, there is much research in other
countries about history teaching, which show a similar situation to Afghanistan. In addition,
lower qualification of history teachers is problematic, as the teachers have difficulties in
developing the students’ critical thinking. The content of history book of 12th grade, which is
mostly about contemporary history of Afghanistan and important events of 20th century of the
world, is full of conflict and difficulties that caused schools stand at the center of conflict.
Therefore, we can still see the effects of contemporary difficulties on students toward nation
building, while secondary school is base for improvement of civic life. Therefore, I would like
to find the views of teachers and students about 12th grade history teaching to understand what
the aim of teaching history is according to teachers and students, what the teachers’ views about
pedagogical content knowledge for teaching history are, and how teachers teach history in
Afghan schools.
For this reason, 60 schoolteachers who teach history of 12th grade and 100 students of
12th grade compose the sample of this study in 60 different schools of Ghazni province, which
were selected randomly including urban and rural areas. Through distributing separate
questionnaire to teachers and students, I found that there are no big differences in the views of
urban and rural teachers and students about teaching and learning history. To some degree, the
students’ views differ from those of teachers, especially their views on teaching strategy that is
visible in the tables and charts that are analyzed and discussed.

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ACKNOWLEDMENT
This thesis is prepared not just with the effort of myself, rather first almighty Allah helped me
and gave me ability to learn. Moreover, many honorable people contributed to my study and
supported me to produce better work in the field of education. The support of all teachers,
personnel and leadership of Karlstad University, Ministry of Education, Swedish International
Development Agency (SIDA) and Swedish Committee for Afghanistan (SCA) is appreciable
for providing me with the opportunity to participate in this program and supporting Teacher
Education Master Program (TEMP III). In addition, I would like to thank the coordinators of
TEMP, Dr. Amir Mansory and Dr. Pia Karlsson, who facilitated the program, encouraged me
and shaped my thinking with the help of all other respected teachers of Karlstad University.
My special thanks go to my supervisor Dr. Kenneth Nordgren, who tried a lot for
enrichment of my thesis, without his help my work had less value. Despite of sending several
drafts, he provided early and important feedback. At the end, I am so grateful from all teachers
and students who participated in the research project, my colleague and Ghazni Education
Department who provided access to classrooms and facilitated the research. Therefore, I hope
this article contribute for improvement of educational system in Afghanistan, especially history
subject in Afghan schools.

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Table of Content
ABSTRACT .............................................................................................................................. ii
ACKNOWLEDMENT ............................................................................................................ iii
LIST OF TABELS ................................................................................................................... v
LIST OF FIGURES ................................................................................................................. v
ABBREVIATION..................................................................................................................... v
INTRODUCTION .................................................................................................................... 1
Background ............................................................................................................................ 1
Problem Area.......................................................................................................................... 2
Aim ......................................................................................................................................... 2
Research Questions ................................................................................................................ 2
LITERATURE REVIEW ........................................................................................................ 2
The purpose of history teaching ............................................................................................. 2
The importance of pedagogical content knowledge (PCK) ................................................... 4
Developing PCK .................................................................................................................... 4
Pedagogical knowledge (PK) ............................................................................................. 5
Content knowledge (CK) ................................................................................................... 5
Using Big Ideas in Content Representation (CoRe)............................................................... 5
Doing history in the class ....................................................................................................... 6
METHODS ............................................................................................................................... 7

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 Data collection and analysis ................................................................................................... 8
Limitations of the study.......................................................................................................... 8
FINDINGS ................................................................................................................................ 9
Participating teachers and students characteristic .................................................................. 9
Major finding.......................................................................................................................... 9
Part I: The aim of history in schools according to teachers and students .......................... 9
Part II: Teachers and students’ views on teachers’ pedagogical content knowledge (PCK)
for history teaching........................................................................................................... 13
Part III: Teachers and students’ views on how teachers teach the subject of history ...... 18
DISCUSSION ......................................................................................................................... 22
CONCLUSION ....................................................................................................................... 25
REFERENCES ....................................................................................................................... 27
ANNEXES ............................................................................................................................... 28
Annex I ................................................................................................................................. 28
Annexe II .............................................................................................................................. 32

LIST OF TABELS
Table 1: Structure of Content Representative ………………………………………………. 6
Table 2: Teachers and students’ views on purpose of history……………………………….. 9
Table 3: Factors that show understanding the aim of History…………………………….... 10
Table 4: Students views on reason for their uninterested in history subject........................... 12
Table 5: Students’ views on the aim of history related to teaching ………….…………….. 13
Table 6: Teachers and students views on increasing their knowledge about history content..14
Table 7: Students’ views on PCK ………………………………………………………….. 17
Table 8: Students’ views about teachers and their understanding of PCK ……………...…. 18
Table 9: Students’ view about performing history lesson in the class ………………...…… 20
Table 10: Students views on their activities in the class with exist of teacher ………......… 20
Table 11: Students’ views on the best way of teaching history ……………………...…….. 21
LIST OF FIGURES
Figure 1: Teachers’ views on the aim related to teaching ………….………………...……. 11
Figure 2: Teachers’ views on PCK......................................................................................... 15
Figure 3: Teachers views on using PCK in the class.............................................................. 15
Figure 4: Teachers views on important factors when they planning their lesson................... 16
Figure 5: Teachers views on performing the history lesson in the class................................ 18
Figure 6: Teachers views on its activity during the history lesson……………………...….. 19
ABBREVIATION
PCK: Pedagogical content knowledge
CK: Content Knowledge
PK: Pedagogical Knowledge
SMK: Subject Matter Knowledge
CoRe: Content Representative

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TEMP: Teacher Education Master Program
SIDA: Swedish International Development Agency
SCA: Swedish Committee for Afghanistan
#: Number of respondent
U: Urban
R: Rural
T: Total

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INTRODUCTION
Background
History is a subject in schools with the capacity to help students promote critical thinking about
other lives in the world and understand their identity, belonging to each other and differences
(Rüsen, 2004). However, from my own experience in Afghanistan, teachers have mostly used
teacher-cantered methods in educational process, and students act as listeners. Students did not
have the chance to express their opinions or think critically. The aspect of changing students’
behaviour to accept passively whatever teachers say were more important than critical thinking
and students’ own inquiry. Simultaneously, memorisation was an important part of
understanding history in Afghanistan; therefore, teachers force the students to learn history
books, word by word. Moreover, 12th grade history book is mostly about contemporary history
of Afghanistan and contain a lot of conflict and fighting in this country, which cause problems
in the way of nation building in the society. Hence, nationality, language, religion, etc. become
the main factor for teachers and students’ thinking. After all, social science and history passed
a long period in curriculum of Afghanistan and while there was not any school, concepts of
history and civic life were thought beside Islamic subjects in Madrasa, which is a holy place
for learning (Karlsson & Mansory, 2007).
Now, social science subject, especially history acquired its real place in schools’
curriculum. In addition, Ministry of Education provides new textbooks for students. Therefore,
from grade four to six, social science, with mostly civic content is taught by teachers, and from
grade seven to twelve, history is as a separate subject in schools. Unfortunately, it is the fact
that most of the schoolteachers, especially social science teachers have lower education
background, 12th or 14th grade, for this reason, Ministry of Education provides facility for 12th
grade teachers to get access to Teacher Training College (Ministry of Education, 2010). As well
as, it provides the same opportunity for men and women to have access to school without
discrimination and provides free education for all to increase the rate of enrolment. On the other
hand, Ministry of Education adapts different strategies for students to learn new and update
knowledge. As a result, with revising the old textbooks according to national and international
standards, it made teaching more interesting and stimulating. A new draft of curriculum based
on Afghan culture was released in 2003, and was revised in 2006 and now all curriculum and
textbooks are updated (ibid.).
It is said that formal secondary school is the important period for development of civil
life, and teachers play an important role at this period as a resource of learning improvement
(Rüsen, 2004). However, changing the curriculum and textbooks cause changes in the views of
teachers in teaching, particularly in history subject. Afghanistan is one of the countries, which
in the contemporary history brought several changes in the textbooks according to government
desire. To train children, each textbook was not acceptable for other groups. For example,
history textbooks in period of Soviet occupation change the ideology of children to like red
colour, communism and hate imperialism, and repressive regime of Taliban, which banned
girls’ education or civil war in Afghanistan in period of Mujahidin, which made schools at the
centre of conflict (Karlsson & Mansory, 2007).
All these aspects had influence on teachers’ views about teaching history subject. I
have decided to do research on teachers’ views of teaching history in formal schools, and
students at the age of 17 to 18 in grade 12 will be studied. History book of 12th grade is mostly
about contemporary history and is divided in to four parts, first part and second part is about
contemporary history of Afghanistan, third part is about neighbouring countries like Iran and
Pakistan, and fourth part is about important events in 20th century in the world. Each part has
different activity for students in the class and outside the class with some important question
for assessment.

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Problem Area
The variety of changes and crises during the last decades in Afghanistan’s contemporary history
has effected all aspects of life including education. The Afghan people have experienced the
worst of periods. It is said that if nations do not understand their history, they repeat its mistakes.
Therefore, it is important that Afghanistan value the understanding of its history. Teaching
history is one of the important challenges for every teacher especially in countries like
Afghanistan. Students generally think science subjects are more important than social science,
for instance history in schools. Teachers have little training in history, and even less information
about teaching history in the class. In addition, in curriculum of Afghanistan, history does not
have specific teaching methods. Many teachers with less pedagogical content knowledge are
trying to deliver the knowledge to students without critical thinking in order to change the
behavior of students, mostly without considering the neutrality. Teachers during the teaching
process do not often pay attention to increasing students’ engagement in history with research-
supported practices, and the level of historical thinking between students is low. On the other
hand, students think about why they should study history, whereas in our contemporary history
we do not have positive points. However, students have intrinsic motivation to become aware
of their country’s past. Therefore, with appropriate teaching style, we can influence students’
interest to study history. Understanding the influences of history in social life, captures a
historical perspective on their contemporary society, and gives a recipe on how to avoid
mistakes of the past.
Aim
The main goal of the study is to explore teachers’ and students´ views on teaching and learning
history at grade 12 in Afghan schools. The focus is on their attitudes toward history as an
interesting and stimulating school subject.
Research Questions
To explore teachers and students’ views about teaching history the following Research
Questions are to be addressed through this study:
1. What is the aim of history in schools according to teachers and students views?
2. What are the teachers’ pedagogical content knowledge (PCK) for history teaching
according to teachers and students views?
3. How do teachers teach the subject of history according to teachers and students’ views?
LITERATURE REVIEW
The purpose of history teaching
Teaching history is a complicated subject in Afghanistan and teachers with their understanding
and experience use different actions to transfer their knowledge to students, because children
need some knowledge of history. It is the responsibility of teachers to be faithful and convince
the children to learn history as a valuable subject (Hooper, 1917). Besides, Yilmaz (2008)
suggests that teacher should be aware of why history is taught in schools. If teachers have a
poor understanding of the aim of teaching history, they cannot implement the curriculum, plan
and provide a good instruction and assessment about history. Moreover, history in curriculum
is a part of social study; hence, the goal of social study can be related to history teaching.
Therefore, teaching history is not just the study of a series of dates, names or places without
attention to the meaning and act like static narrative without relevance. Rather, history is
identified as an academic discipline to promote critical thinking about methodological roles to
understand the events that governed the past (Ragland, 2007). As well as today people develop
the process of globalization and the urgency of need is to know their own historical identity. It

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means without understanding our own identity in the world we cannot find differences between
our self and the others to transform positive values and receive the positive values of other
regions according to traditions and religion (Rüsen, 2004). Therefore, Rüsen (2004) agreed that
the big aim of history is to show moving force of development from early stage toward
improvement of identity formation, which this specific origin is related to people. Meanwhile,
students with understanding this procedure can compare different historical periods and
recognize the present as an outcome of the past actions (ibid.). As a result, history show us the
process of development in the society where we live, the progress of laws, manners, customs,
religion, our ideas etc. which changes according to humans need in the communities. Continuity
of the progress and development of humans in society is a big reality that history can teach for
humans to improve their understanding. Therefore, without the ideas of progress and evolution,
it is difficult to study history. Accordingly, history is not just transformation of content to
students rather history teachers should convince children about values and inform them what
history can do, that the other subjects cannot (Hooper, 1917).
Ragland (2007) also agreed and mentioned, when teachers interpret the framework and
views history teaching as doing history, our teaching has best influence on students rather than
to explain simple stories. Therefore, teaching history requires some learning standards, which
help teachers to engage students at active learning and to let them ask questions, collect and
analyze the data, inference the historical evidences and report the findings, explain it, determine
the cause and effect of different events and compare it to find the relationship between
happenings. Therefore, these standards effects students learning to solve the problem they face
in their true life (Ragland, 2007). In addition, besides learning standard for teachers, one of the
important aspects of history is the way of historical thinking between people like the aspect of
ethnocentrism and civilization that western countries and non-western countries like
Afghanistan have different ideas about it. For instance, according to western countries, non-
western countries have a marginal role in civilization. In comparison, the way of cultural
differences is another aspect, which makes each culture unique from other cultures and prepare
the identity formation to ascribe positive values for themselves and increase their self-esteem
while they think the other have deviation with this values (Rüsen, 2004). Donnelly (2010) also
classified the aim of history teaching a little bit different from other researchers. He had various
categories and believed history is a way to promote intellectual skills, and to know it as an
important aim of history teaching. Intellectual skills like encouragement of children to be
interested and open minded, think critically, ability to ask a question and understand why things
are like they are and compare the past events with their lives which was near to Ragland research
in 2007. In contrast, he knows the other aims are marginal. If students really understand the
history, they will enjoy it and get interested to understand more. Knowledge of subject matter
is one aspect that can help teacher to support the interest of students and it shows the role of
teachers. Those students that are encouraged are having a good relation in the class and
enhancing communication (ibid.). Likewise, Yilmaz (2008) believes the aim of history and
social study is to enhance social understanding and to show the importance of civic lives.
However, in secondary school the essential goal of teaching social study is to increase the level
of responsibility, critical thinking and to be reflective in order to promote active citizen that can
make logical decision about social issue confronted in the local, state and the world. Therefore,
teacher should train students to identify problems within the society and act for common and
individual good. We can achieve this goal when in a large extent we evaluate the historical
skills critically and logically and provide an argument based on evidence not just information
(ibid.).
Furthermore, historical methodology can help students to promote the skills of
decision making outside the classroom. Teacher with teaching history should develop the level
of historical thinking and reasoning skills and help them to realize fact from opinion, incorrect

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claims, weigh contrasting evidence and evaluate other perspective critically (Yilmaz, 2008).
As well as, teaching history helps students to become aware of social development. Students
beside their history, understand the history of human society, recognize the law, understand the
government system for controlling the society, custom of different people, living style, the
industry of people, their economy, what is their religion and ideas about social life (Hooper,
1917). For this purpose, teaching history increases the capacity of students to view the past
from different angle and helps them to increase their knowledge about relation between people
in the social world and to recognize their place. History should not be used as a tool for culture
transmission; rather it should be used so students recognize their own culture and gain from
other cultures and worldviews (Yilmaz, 2008).
The importance of pedagogical content knowledge (PCK)
Pedagogical content knowledge is a combination of two kinds of knowledge, knowledge of
pedagogy and knowledge of content to reinforce an effective teaching during the exact teaching
approach for communicating between teaching and content. Then it is easy to understand which
kind of new knowledge is expanded in the teaching. However, when we improve the knowledge
of pedagogy, content and subject matter we can achieve the pedagogical content knowledge.
Then PCK seems more important than other kind of teaching knowledge (Nilsson & Driel,
2010). Teachers with use of PCK can understand what they know and what they do and they
find reason for every activity they do (Nilsson & Loughran, 2010).
Developing PCK
With use of Content Representative (CoRe), on the one hand, teachers can assess their selves;
on the other hand, they improve PCK. In CoRe, we can ask teachers or students to select one
big idea in history subject and present it in the class to understand how the level of confidence
and perceived values is, during presentation. Therefore, teachers and students with use of CoRe
can implement formative assessment, compare themselves and find the contrast that help PCK
towards further improvement. As a result, we can see that practical experience of teachers,
teaching or learning knowledge has close relation with pedagogical content knowledge (Nilsson
& Loughran, 2010). PCK during teaching as a transformation process helps us to understand
how we can teach history instead of what we teach. Therefore, with promoting critical thinking
and deep understanding among students PCK, improves engagement of students in history, and
teachers with students can reflect their own teaching and learning process (Nilsson, 2008). In
addition, development of history content and pedagogical knowledge for teaching history is
essential parts for developing PCK through teaching experience in schools. Simultaneously
teachers with increasing the knowledge of history content and their ability to solve the problems
that students face, considerable progress will be appeared in parts of learning and historical
thinking (Harris & Bain, 2011). However, teaching students to do history seems more difficult
than historical thinking, therefore, learning some historical elements are important for history
teachers and history learners. One of them is selecting the most important events to provide big
ideas, because many events occurred in the past and teachers or students should evaluate the
events and ask questions related to the content in order to understand the relation between
events and understand deeply that which kind of events are significant. In addition, evidence
and epistemology for reliability of history content seems another important part for learners.
Furthermore, progress and changes are basis for historical thinking and developing PCK,
because each historical event started from one point and continues until face change in the way
of thinking i.e. religious. This change while it is happening goes through progress or decline.
Therefore, progress and decline also are important components for historical thinking and
developing PCK. The last part is empathy and judgment and show besides people are living in
the various conditions, they see and experience the world differently. Hence, when students feel
the differences in the past and understand their present different like the past, then students at

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that time can put themselves in the position of others in the past and judge about happenings
(Seixas & Peck, 2004). Furthermore, when students select different concepts according to
teacher instruction, use examples to illuminate more, make a relation between events and
represent it, some kind of observation and conversation is built in the class and students are
engaged in historical content (Harris & Bain, 2011).
Pedagogical knowledge (PK)
Pedagogical knowledge shows the activity that teacher provide for students like the method of
asking a question during the teaching procedure, also PK realizes the interaction and reflects
the activity of teacher. Therefore, PK is essential for every teacher to be flexible and fair when
they want to handle the students’ questions i.e. waiting time, tendency of students to response.
Besides, PK leads us to understand other activities like using appropriate plan, teaching method
and dealing with different unforeseen situations in the class that are necessary to know and
every teacher has concern about it during the teaching process (Nilsson, 2008). As a result, PK
is the main part of understanding because it shows how we learn from each other during
different activities or even observation in the class. Therefore, PK interprets the class activity,
helps to manage the teaching procedure and finally increase the level of confidence between
teacher and students (Nilsson & Driel, 2010).
Content knowledge (CK)
In schools, children in social science subjects like history learn different concepts, but
unfortunately, they do not fully learn the content. Then students’ behavioral context and content
knowledge are related together, and CK specify the ability and students’ learning strategy to
help them understand the content. Furthermore, CK clarifies how much students know about
social science topics, cultural environment and history before starting the lesson and what is the
previous knowledge about concepts they want to learn (Shulman, 1986). After all content
knowledge (CK) organizes the amount of knowledge in the minds of teacher and students
(Nilsson, 2008). Teacher cannot teach something that they do not know and understand
themselves. Furthermore, we cannot separate the content and the pedagogy, however moving
to pedagogy without considering the content does not help teachers to choose a teaching
strategy (Brown, 2009).
Using Big Ideas in Content Representation (CoRe)
Teachers can articulate their knowledge in different ways and techniques. One way of doing
this is to use “big ideas” in order to show the structure of the topic and to develop the students’
understanding and promote deep historical thinking. “Big ideas” are important ideas, which are
selected by a teacher to cover in a lesson in giving ideas, or broadening students’ knowledge.
Every big idea is related to a topic and is not isolated and there is an interaction between the
ideas. Therefore, we want the students to know about different elements of each idea; these
elements are called contextual knowledge. To present this contextual knowledge, we need both
SMK (Subject Matter knowledge) and PCK. Hence, if we want to know about the students’
ideas we can start from asking in order to know about their misconceptions if they have, and
knowing this helps the teacher to have information about the level of their understanding
(Nilsson, 2008)
Big ideas act, as a catalyst, but it needs more thinking and more understanding that
takes a lot of time. Similarly, we can change our big ideas through content representatives,
because big ideas according to curriculum present new and update topics that students did not
experience before or did not think about it. There is one example of big idea from 12th grade
history book that is combined with content representative to determine the actions and activities
that teachers do in the class and find the reason behind each activity. Therefore content
representation acts as a tool and we can know it as a “detailed description indicating the big

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ideas for teaching a concept against pedagogical prompt” (Nilsson & Loughran, 2010 p. 4).
Teachers in different countries in their teaching plan for history subjects select big ideas and in
content representation shows details for this idea and the reason why it is chosen. At the bellow,
there is a table of Content Representative (CoRe) according to Nilsson and Loughran (2010)
instruction, which I selected one example of big ideas from 12th grade history books of
Afghanistan and use it in table which shows the main reasons of First World War are
economical and colonial competition between countries.

Table 1: Structure of Content Representative

Big ideas Economical and colonial competition cause the first world
war

Pedagogical prompt
What do I intend the students to I want students to know about the main reasons that caused First
learn about this idea? World War.
Why it is important for students to Students will understand about horrible effects of war on
know these ideas? economy, politics and other parts of social life.
What difficulties/limitation are Students have less prior knowledge about First World War and
connected with teaching this idea? the big idea is a little complex.
What is my knowledge about I think students believe some western occupier countries with
students' thinking, which influence more colonies for their economical goal caused First World War.
my teaching of this idea?
What other factors will influence Believe in students’ thinking, realization of the prior knowledge
my teaching of these ideas? of students, discussion, and respect the viewpoint of students.
What teaching procedures will I I use textbooks, films; models for presentation, use of pictures,
use and what are the particular and with group discussion develop their understanding and
reasons for using these to engage critical thinking.
with this idea?
What ways I can ascertain students' For understanding the students’ learning, we can use
understanding or confusions? questioning, peer assessment, homework, group discussion and
providing effective feedback.
(Nilsson and Loughran, 2010)
Doing history in the class
Teaching history in secondary schools is mostly based on teachers’ lecture or reading the
textbooks. However, there is also another way for learning and teaching history that educational
researchers have advocated is learning by “doing history”. Doing history can be defined as
works of historians for creating history based on research according to documents and existed
artifacts. Therefore, doing history in the class can improve historical thinking skills, increase
the engagement of students in history subject and can help students to practice history based on
research (Ragland, 2007). In modern and high quality schools, teachers create opportunity for
students to think like a history teachers, and teachers with doing history encourage them for
deep understanding. Teaching and learning history require methods and discipline-specific
teaching practice and just by simple performance or general principle we cannot recognize the

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issue of history education. However, preparing a lesson plan can contribute effectively to
history learning and teaching (Brown, 2009).
One of the aspects of doing history is to engage students in activities in the class.
Young (2007) suggests group discussion in history teaching for more engagement. Group
discussion can reinforce students to share and explore their ideas and deliver the content.
Besides, all students participate in all activities during class discussion like reading, collecting
information, they are engaged with ideas, and they can play the role of leader when they reflect
their activity in the group or in the class. As a result, this situation helps students to make
friendly relation between students and teachers, promote students’ participation in activities and
increase the level of respecting the viewpoints of other students (ibid.). As well as,
implementation of doing history requires historical thinking skills and content knowledge.
Specifically, historical thinking skills can be different from general model of critical thinking
and it follows according to teaching plan. In doing history, there are needs for understanding
the methods and paying attention to habits of mind, how we use themes, understanding the
skills of historical thinking, writing the objectives and content standards that are part of tools
and skills and every history teacher needs to focus on these elements after considering the big
ideas. Then similarly, Brown (2009) emphasized on students’ discussion and give them time
for thinking and using the appropriate methods of thinking about organizing and selecting ideas,
group work and sharing their findings and ideas and the reasons related to this ideas (Brown,
2009). Otherwise, historical thinking is improved with use of historical films and going to
museums for experiencing the historical events. Students in this situation become aware of what
do the past look like and what does it mean. History teachers should make a distinction between
historically significant and trivial events, to show whom and what important events effects
environment and people across the time, like World War 1. Those who are doing historical
thinking can recognize these significant events or people according to its relation with us in the
present time. Epistemology and evidence is another element of historical thinking to show
which historical events are more warranted, understanding the change is central to historical
thinking based on assumption of continuity, progress and decline empathy, moral judgment and
historical agency, which shows historian relation with power, are related to elements of
historical thinking for doing history (Seixas & Peck, 2004).
METHODS
My research is implemented in one of the big provinces in the south west of Afghanistan,
Ghazni province; hence, two areas of urban and rural in this province were under the focus of
research. To achieve the goals of the research project, I used quantitative research method.
Therefore, I designed questionnaires for teachers and students in different regions because
questionnaire makes it possible to reach a wide scale of area in different parts of Ghazni
province, and to a large number of informants (Bryman, 2012). Then to make it easy for the
teachers and students to respond to my questions, I translated the questionnaires in to Dari
language because most of the teachers and students have problem in understanding English
language. Moreover, this work helped me to provide research based on trust and validity. Quiet
many questions in questionnaire were designed and made with the multiple choice (1 -5 options)
to bring a sensitive state about selection of different options to understand in what degree the
respondents are agree or disagree, and in which level one action happens in the class. As well
as for providing more details, I also used some open questions with blank spaces in front of
them, that respondents freely share their ideas about the questions. In common, two up to three
open questions for teachers and students designed in the questionnaire, that each respondent
had different answer about it. In order to facilitate the process of coding in Excel program, I
divide the responses in to different categories and transmit the responses in the tables that we
can see in finding chapter (Cohen et all, 2011). Generally, most of the questions were designed

7
and prepared according to research questions, problem area and literature review in order to
achieve the aim of research, which is exploring the teachers and students’ views on teaching
and learning history at grade 12th and their attitude toward history as an interesting and
stimulating subject.
Data collection and analysis
A total of 60 teachers and 100 students participated in this research from 60 schools in different
parts of Ghazni province. There are around 600 schools in Ghazni province and 265 of them
are secondary schools i.e. they have grade 12. I selected 30 in rural and 30 in urban secondary
schools, randomly in the province for data collection, half in rural and half in urban areas. The
selected schools in rural area were in the Jeghatoo, Khogyani, Malestan, Qarabagh, Jaghoori,
Moqoor and Andar district. In particular, 31 male and 29 female teachers at the age of 18 up to
65 years, also 50 boys and 50 girls’ students at the age of 18 years participated to complete the
questionnaire. The next step for quantitative research is collecting data in a numerical way and
providing comparison to understand the frequency of the activities that they did, and to find out
the quantification of data that we want to analyze (Bryman, 2012). My biggest concern about
this research was reliability and validity of research and respondents in questionnaire, reliability
depends on a procedure, as a test to find out whether the research tools bring the same result in
different condition and separate occasion. Therefore, I piloted the questionnaire and distributed
it to some teachers and students to find out its reliability (Bell, 2010). Before testing research
tools, I informed all teachers and students about the purpose of research and emphasized that
their name or any other information about them is anonymous and I do not use them for any
other purposes. Moreover, then I understood that some questions should be changed because
they were leading questions and some of them should be prepared according to respondents
understanding (Cohen et all, 2011). Validity also provides views about the items, which is
supposed to be measured to understand if it is measured and described, or no (Bell, 2010). For
this reasons when I distributed the questionnaire to my colleagues in Ghazni TTC, they also
helped me to bring a better performance. Besides this after collecting the data, I entered them
in the database provided in Excel program and find out the frequency and percentage of urban
and rural area in different parts of Ghazni province. Data was also analyzed according to urban
and rural areas, and different views of teachers and students, which responded the questions
and were then compared and analyzed. Then I selected the most important questions from
database and provided tables and figures to make the differences and similarities of responses
clear to understand and bring facility to compare all responses.
Limitations of the study
There were some problems and limitations during implementation of my research and
collecting data from teachers and students. On one hand, there was teachers’ absenteeism and
long distance to different schools and on the other hand, another big problem is that in every
school just one teacher teaches history for different 12th grade classes. Sometimes, when I
travelled a long distance to distribute the questionnaire, I could not find any history teacher in
the school because of reasons like sickness. Beside this, students and teachers did not have any
experience about completion of questionnaire before and it was quiet new for them so some of
them were afraid and thought that it is for their assessment. Even some of them did not want to
participate in the research, but I tried to convince them that this is a research and the data will
be used for my master thesis. In addition, in the part of students’ questionnaire administrators
of schools wanted to select only intelligent students for completion of questionnaires because
s/he wanted and expected them to submit positive responses about their teachers. Therefore, it
was quiet difficult to convince them that this will make the whole research biased. As a result,
in each class, I selected just two students randomly according to their attendance sheet and I
described the aim of questionnaire for both teacher and students. Besides, I told them their name

8
is anonymous and in order to increase confidence, I give them appropriate time. All this aspects
helped me to avoid factors that tended to make the research biased.
FINDINGS
Participating teachers and students characteristic
This finding chapter includes views of teachers and students about teaching and learning history
in 12th grade, especially in Ghazni province. Two regions of urban and rural in this province
were included and questionnaires were distributed to 60 teachers and 100 students. About 52%
of teachers were male and 48% were female. The average age of teachers in this research was
30 years with 6 years teaching experience, and almost 40 students existed in the class where
teachers taught. The level of education among 48% teachers was 14th grade, while 32% and
20% of them were 12th grade graduates and bachelors respectively. As well as, 50 girls and 50
boys in urban and rural areas participated in this research with the average age of 18 years that
most of them (about 48%) had part time job, especially in the rural areas 56% of students work
beside school.
Major finding
Part I: The aim of history in schools according to teachers and students
Table 2: Teachers and students’ views on purpose of history

According to you what is the Teacher response Students response

purpose of history teaching in
# U% # R% # T% # U% # R% # T%
schools?
1: Raising awareness about political,
social and cultural situation of 15 50 10 33 25 42 23 46 36 72 59 59
countries in the past.
2: Understanding the works of
ancestors, changes in different periods 8 27 6 20 14 23 9 18 9 18 18 18
and learn from mistakes.
3: Understanding the elements of
human community’s development and 1 3 4 13 5 8 5 10 0 0 5 5
its level, to promote our countries.
4: Preserve the historical identities of
our countries, its independence and 2 7 2 7 4 7 3 6 1 2 4 4
understand the politic events
5: understand about living condition
of humans in the past to learn from
2 7 2 7 4 7 4 8 0 0 4 4
them and increase our patriotic sense,
unity and eliminate discrimination
6: improvement of our mentality and
1 3 2 7 3 5 0 0 4 8 4 4
intellectual skills
7: increase our national identity and
0 0 2 7 2 3 3 6 0 0 3 3
self esteem
8: I don’t have any opinion 1 3 2 7 3 5 3 6 0 0 3 3

According to table one, raising awareness about political, social and cultural situation
of the countries in the past is the main goal of teaching history for teachers and students. Hence,
half of the teachers especially in urban areas and almost 72% of students in rural areas believed
in this characteristic as a main purpose of history teaching. In comparison, understanding
history for learning from mistakes is the second aim of history teaching among teachers and
students in urban and rural areas. It is visible that 27% of urban teachers and 18% of students
in urban and rural areas believed in this as a main goal of history. While improvement of
9
 students’ intellectual skills and increase of national identity is the lowest option among teachers
and students as almost 4% up to 5%, while the other options also have low percentage. As a
result in first two selection of teacher and students for understanding about the aim of history
that contain a high degree of selection, teachers in urban and students in rural have a more
emphasise. It is also interesting that the other options that have a low percentage it is vice versa.
Rural teachers have more support for them, while rural students have less value for selecting
them as a aim of history teaching.

Table 3: Factors that show understanding the aim of History

Teacher’s Teaching history The aim of We need to History helps us

responsibility is enhance the history teaching understand our to recognize and
To what to convince social relations is to help us own historical protect our
degree you children that between develop our identity in the Islamic identity
agree or history is a different parts of country globalized world
disagree with valuable subject society and show
the following the importance
statement of being active
citizen
# U% # R% # U% # R% # U% # R% # U% # R% # U% # R%

Strongly
22 73 21 70 13 43 14 47 14 47 16 53 17 57 26 87 21 70 24 80
agree
Agree 6 20 5 17 12 40 10 33 13 43 7 23 12 40 4 13 8 27 6 20
Teachers

Undecided 1 3 2 7 5 17 3 10 1 3 4 13 1 3 0 0 0 0 0 0

Disagree 1 3 2 7 0 0 3 10 2 7 3 10 0 0 0 0 1 3 0 0

Strongly
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Disagree
Strongly
22 44 22 44 16 32 14 28 19 38 28 56 37 74 38 76 34 68 33 66
agree
Agree 16 32 17 34 16 32 23 46 18 36 9 18 11 22 10 20 10 20 15 30
students

Undecided 2 4 3 6 12 24 11 22 9 18 9 18 1 2 1 2 4 8 1 2

Disagree 7 14 8 16 5 10 1 2 1 2 4 8 0 0 1 2 2 4 1 2

Strongly
3 6 0 0 1 2 1 2 3 6 0 0 1 2 0 0 0 0 0 0
Disagree

As it seems in table, there is almost no important difference between teachers in urban

and rural areas; most of them are strongly agree that to convince children to accept history as
valuable subject is the responsibility of teachers (73% and 70% in urban and rural area
respectively), while no one is strongly disagree. Students’ views have a little difference but still
44% of students are strongly agree in both urban and rural areas and the level of disagreement
between students are more than the teachers, about 14% in urban and 16% in rural.
In addition, 43% of urban teachers and 47% rural teachers are strongly agree that
history enhances the social relation between people and shows the importance of active citizen,
while just 32% of students in urban and 28% in rural areas support this statement strongly. The
difference is that only rural teachers and urban students are 10% disagree that history enhances
the social relation and show the importance of active citizen. Furthermore, both teachers and
students are strongly agree that the aim of teaching history is to develop our country, 47% and
53% teachers in urban and rural area, also 38% and 56% of students in both area are strongly

10
agree that history can develop our country, but the level of agreement in rural area is more than
urban.
As well as I ask them about historical identity in the globalized world and it is
interesting that 87% of teachers and 76% of students in rural areas were strongly agree that we
need to understand about historical identity, also the level of strong agreement in urban areas
was 57% in teachers and 74% between students with almost no disagreement. Understanding
the Islamic identity also was important for teachers and students in schools, 70% of urban
teachers with 80% of rural teachers believed that history helps us to recognize our historical
identity. On the other hand, 68% and 66% of students in urban and rural areas respectively also
strongly agree about this statement with no strongly disagreementnt. In general, both teachers
and students agree with the statements. However, teachers are more likely to strongly agree
than the students are. The two statements concerning identity, both teachers and students
expresses a stronger agreement than for the two issues that concerns citizenship and community
development. While without few students, almost no teachers claim strongly disagreement.
Teachers express stronger support for statement that the teacher's task is to convince children
that history is a valuable subject than what the students are doing. It is also interesting that rural
teachers have more support than urban with following statements, while rural students just in
the part of developing country, and historical identity had more support.

70
60
50
40
30
20
10
0
U% R% U% R% U% R% U% R%
History can promote the Students think that history As a teacher I have a clear I can provide for effective
students intellectual skills is interesting and idea of why history is teaching in accordance
and expand their ability to stimulating subject taught in school with the aim of history
think critically
Strongly agree Agree Undecided Disagree Strongly Disagree

Figure 1: Teachers’ views on the aim related to teaching

The figure related to aim regarding to teaching experience shows teachers in urban
areas were agree that history promotes the intellectual skills and helps for critical thinking,
while the same percentage (56%) of teachers in rural areas were strongly agree. In the part of
students interest in history subject, 40% of teachers in urban areas were agree that history is
interesting and stimulating, compared to rural areas that almost 30% are agree, while almost
more than 16% of teacher in both areas were undecided and more than 23% of two region were
disagree about this opinion. As well as 41% of urban teachers were undecided about why history
is taught in school. However, in rural areas about 47% of teachers strongly know about the
reason that why history teach in Afghan schools, also the level of agreement and disagreement
between teachers in rural areas are the same, about 20%. As well as, rural teachers (63%) are
strongly agree that they can provide effective teaching according to the aim of history maybe
because of this that they understand why history is taught in school. Likewise, almost 43% of
teachers just agree. In this figure, rural teachers have stronger support with statements compared
to the urban, except for the statement related to interest that urban teachers are more agree with.
While in the same statement both rural and urban teachers have the largest amount of
11
 disagreement than the other statements. The largest amount of undecided is among urban
without the part of interest and intellectual skill that they have almost the same percentage of
undecided respondents between urban and rural.

Table 4: Students views on reason for their uninterested in history subject

According to you, why some students do not interested in history Students views
subject in school? # U% # R% # T%
1: Lack of professional teachers who don’t let students to participation
9 18 16 32 25 25
in activities and invariable teaching method

2: History is memorizing subject and difficult to learn 8 16 9 18 17 17

3: History is stiff and complex, as well as its perception is difficult 8 16 3 6 11 11
4: History doesn't have any usage and it doesn't important for our future
6 12 7 14 13 13
to find good work with high income
5: Lack of students' encouragement to learn history and lack of other
4 8 5 10 9 9
history books in schools
6: No, students are interested in learning history and understanding
2 4 5 10 7 7
about their past

7: History is not interesting and students don't want to read it 5 10 1 2 6 6

8: there isn't any positive point in contemporary history of Afghanistan

2 4 3 6 5 5
and students don't want to remember it

9: Students think that history make them radical 3 6 0 0 3 3

10: I don’t have any idea 3 6 1 2 4 4

There are several reasons that cause harm especially for lack of interest regarding lack
of information about the aim. The most important reason that students elaborate in this table is
lack of professional teachers that do not let students to participate in the activity and using the
same method for teaching this subject every time. Therefore, rural students have more support
for this statement about 32%, while just 18% of urban students selected this as a main reason.
In addition, rural students with a little difference 2% more than urban claimed this subject is a
memorizing, while, the same percentage of urban students believed on the part of complex and
difficulty in perception of history. In common, the third type of reason that both students in
urban and rural areas shared, is its usage of history subject for students because 13% of students
in total, almost half in urban and half in rural think that history is not important for their future
to find more income or appropriate job. In contrast, the lowest percentage is related to making
students radical, which almost no one selected in rural areas, while just 6% of students in urban
areas believe in this factor, for their being uninterested in history subject. In summary rural
students have more emphasise on the first two statements as a main reason for lack of interest
compare to the urban. But still they are the main reason for students’ uninterested in history.

Table 5: Students’ views on the aim of history related to teaching

12
 History can I think that history My teacher have a teacher provide for
promote my is interesting and clear idea of why effective teaching in
How much you intellectual skills stimulating subject history is taught in accordance with the
agree with the and expand my school aim of history
following ability to think
statements critically
# U% # R% # U% # R% # U% # R% # U% # R%

Strongly agree 17 35 15 30 15 30 20 40 11 22 12 24 18 36 10 20
Agree 24 49 26 52 21 42 19 38 9 18 17 34 11 22 22 44
Undecided 4 8 7 14 8 16 7 14 14 28 12 24 5 10 6 12
Disagree 4 8 2 4 5 10 4 8 15 30 5 10 10 20 9 18
Strongly Disagree 0 0 0 0 1 2 0 0 1 2 4 8 6 12 3 6
This table is related to figure one to understand the students’ views about the question
that I asked earlier from teacher. The response of the students for question one clarifies that,
almost 50% of students in both urban and rural areas agree that history can promote the
intellectual skill and promote critical thinking. In addition, students in rural area seems to have
more support with the statement that history is interesting and stimulating than students in urban
areas because no one selected strongly disagree in rural and about 40% selected strongly agree
compared to urban areas. On the other hand, there is a difference between urban and rural areas
about teachers and their ideas that why history is taught in school, 30% of students in urban
disagree and think their teacher do not understand that why history is taught in schools.
Nevertheless, 34% of rural students are agree, while 24%, are the percentage of strongly agree
and undecided between rural students. Furthermore, 44% of rural students are agree that
teachers provide effective teaching in accordance with the aim of history, and 36% of urban
students are strongly agree. There is a strong support for the claims made; however, there are
some interesting differences between urban and rural. Students in urban areas express more
uncertainty about statements than students from rural areas; they are less likely to agree
strongly. Many are unsure why history should be taught, and if they can provide unique and
effective teaching. While students in the part of interest and intellectual skills, a large amount
of students are sure that, history promote the intellectual skill, and improve their interest to
study more.

Part II: Teachers and students’ views on teachers’ pedagogical content knowledge (PCK)
for history teaching

Table 6: Teachers and students views increasing their knowledge about history content

Teacher response Students response

13
 How can you increase your
knowledge about 12th grade history U# U% R# R% T# T% U# U% R# R% T# T%
content
Through reading 12th grade history
book, magazines and other related 11 37 10 33 21 35 20 40 21 42 41 41
history books
Use different information sources such
6 20 2 7 8 13 4 8 2 4 6 6
as television, internet and Videos
Through discussions, explanation and
3 10 2 7 5 8 6 12 2 4 8 8
analyze events with students
The use of techniques such as tour and
0 0 4 13 4 7 3 6 1 2 4 4
view historic sites
Sharing of content with teachers, and
1 3 3 10 4 7 6 12 6 12 12 12
asking from experts.
Through summarizing the history book
1 3 2 7 3 5 1 2 4 8 5 5
and choosing the important events
both reading different history books
and using different information 1 3 2 7 3 5 2 4 2 4 4 4
resources like TV and internet
participation in seminars and
3 10 1 3 4 7 0 0 0 0 0 0
workshops
Listening to teachers' lecture and
0 0 0 0 0 0 6 12 1 2 7 7
repetition of history lesson
I don't have any idea 4 13 4 13 8 13 2 4 11 22 13 13

Pedagogical content knowledge is my second part of research questions; therefore,

content knowledge is the important part of this concept. I ask both teachers and students about
how they increase their knowledge about the content of history books. Most of the teachers and
students (about 35% and 41% respectively) think that they can increase their knowledge by
reading 12th grade history textbook, magazine and other books related to history. Besides, 13%
of teachers believe they can increase their knowledge with using different sources of
information like TV, internet or video, in comparison, students (12%) think that they should
share the content with teachers and ask from experts. On the other hand, it is interesting that
significant percentage of both teachers and students (13%) do not have any information about
this. According to this table, it seems students have more support than teachers through reading
history book especially rural students for increasing their content knowledge. While almost no
opportunity for students to participate in the seminars and no teachers listen to the teachers
lecture. Although teachers have more access to information resources like internet, especially
in the urban, whereas for both urban and rural students it is important to share the content with
teachers or an expert for improvement of their understanding of the content. The other parts
have low usage for both teachers and students in two region.

14
70
60
50
40
30
20
10
0
U% R% U% R% U% R% U% R%
teaching experience is a I find it easy to keep up to Teachers understand I can adapt my teaching
key to improve our skills of date with new resources procedures, theories, based on students’
history subject (books, magazine, videos) concepts and facts within pervious knowledge
that are relevant for my the 12th grade history
history teaching content in purposeful and
reasonable way
1)Strongly agree 2) Agree 3) Undecided 4) Disagree 5) Strongly Disagree

Figure 2: Teachers’ views on PCK

In this figure, teachers in urban and rural areas are strongly agree, about 47% and 63%
respectively said that teaching experience is a key to promote our skills in history. In addition,
50% of urban and 43% of rural teachers also strongly agree that it is easy to keep up to date
with new resources for history teaching that show no big difference in urban and rural.
However, urban teachers (43%) claimed they agree and understand the procedures, theories,
concepts and facts within 12th grade history content in a purposeful way. In contrast, 30% of
rural teachers were disagree and said that we do not understand the following statement. As
well as 36% of teachers in urban agreed that they can adapt their teaching based on students’
previous knowledge in comparison rural teachers were of the same idea and 43% were strongly
agree. As a result, rural teachers have stronger support for teaching experience for improvement
of their skills, and adapt teaching on students’ previous knowledge, because remarkable
percentage of urban teachers was undecided in two statements. Compared to the parts of using
new resources and understanding the theories and procedures that rural teachers have less
support because remarkable percentage of rural teachers were unsure, especially in the part of
understanding the procedures and theories. The other statements have low level of disagreement
and uncertainty between urban and rural areas.

60
50
40
30
20
10
0
U% R% U% R% U% R% U% R%
Most of the time I select I find it difficult to consider Teachers should not let Students are expected to
the best teaching approach the individual differences students explain answers memorise history than to
to guide students learning between students and let because they could be understanding it in history
in history them work according to wrong subject
their ability
1)Strongly agree 2) Agree 3) Undecided 4) Disagree 5) Strongly Disagree

15
Figure 3: Teachers’ views on using PCK in the class
In figure three, teachers responded to questions regarding pedagogical content
knowledge. I asked them that do you select the best teaching approach most of the time, 33%
in urban and 40% in rural selected strongly agree. However, it is visible that the level of
disagreement between urban and rural is 23% and 30% respectively, which is considerable. In
addition, 40% of teachers agree that it is difficult to consider the individual differences, whereas
rural teachers (30%) strongly agree and 30% disagree. On the other hand, both teachers in urban
and rural areas chose the same opinion about teachers that they should not let students explain
the answer, but 47% are disagree in urban area, while 47% of teachers are strongly disagree in
rural area. Furthermore, 33% of teachers think in urban that students are expected to memorize
history compared to rural that 53% of teachers are agree, but the level of disagreement is also
visible among teachers especially in rural that 30% are disagree while in urban 20% of teachers
are disagree. In summary, rural teachers are a little bit unsure with the statements of selecting
appropriate teaching approach, considering the individual differences and expecting to
memorise history because remarkable percentage of teachers were disagree rather urban
teachers. However, still they support the following statements but the support of urban teachers
is stronger that of rural. In contrast, rural teachers in the part of forbidden explaining the answer
by students have a clear idea and they strongly support the students to explain the answer no
matter if the answers were wrong.

90
80
70
60
50
40
30
20
10
0
Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural
Students Text book General Local Students’ My own Experience Research Collaboration
ability advice or planning request interest from with
instruction previous colleagues
for the topic lesson
Not important Little important Quite important Very important

Figure 4: Teachers views on important factors when they planning their lesson
Teachers’ planning is another important factor for teaching history subject, urban and
rural teachers have different opinion about planning. Experience from previous lesson is at the
top level of importance (about 80%), also textbooks with 77% and students’ ability with 70%
is the next very important factor for planning the lesson for urban teachers. While their own
interests for providing plan, remain at the same level of importance for both urban and rural
teachers, almost 56%. For rural teachers selection of factors for planning the lesson is a little
bit different. Students’ ability, textbooks, experience from previous lesson and research are very
important for them and 63% of teachers selected these options. In contrast, local planning and
collaboration with colleagues are the two options that have more percentage of little important,
32% in urban and 23% in rural. As a result experience from previous lesson, text books and

16
students ability were the tope selection of teachers in the urban. While majority of rural teachers
selected the research, text books and students ability as very important factors that are at the
same level of importance. It is also interesting that my own interest for teachers’ plan in both
areas is at the same level of very important factors, as well as local planning that is quite
important for urban and rural. In addition, very few teachers in urban selected the following
statements as not important factors rather than rural teachers. But both of them have a low
percentage of not important and little important when they selected the options.

Table 7: Students’ views on PCK

I believe teaching My teacher find it I am satisfied with My teacher can

experience is a easy to keep up to teaching style of adapt his/her
To what degree key to improve date with new history teacher teaching based on
you agree or our skills of resources (books, students’ pervious
disagree with the history subject magazine, videos) knowledge
following that are relevant
statement for my history
teaching
# U% # R% # U% # R% # U% # R% # U% # R%
Strongly agree 31 62 32 64 12 24 16 32 14 28 15 30 7 14 15 30
Agree 12 24 11 22 13 26 9 18 17 34 15 30 13 26 11 22
Undecided 5 10 7 14 9 18 13 26 1 2 4 8 14 28 8 16
Disagree 1 2 0 0 12 24 9 18 15 30 11 22 15 30 14 28
Strongly Disagree 1 2 0 0 4 8 3 6 3 6 5 10 1 2 2 4

Students also have the same opinion about teaching experience that are important for
improving skills for history subject and almost more than 60% of urban and rural students are
strongly agree, while few percentage of urban do not support the statement. As well as students’
opinion about their teachers that find it easy to keep up to date with new resources for history
teaching is different from teachers, almost 26% of students in urban are agree, while the level
of strongly agree and disagree is also 24%. However, 32% of students in rural are strongly agree
and 26% are undecided. However, rural students (about 30%) are satisfied with the teaching
style of their teachers. In contrast, in urban students (about 30%) are disagree and the level of
disagreement in rural is 22% and they believe teachers do not have a good teaching style. Adapt
teaching based on previous knowledge of students was another factor that teachers were agree,
but students about 30% are disagree and the level of disagreement between rural students is
also 28%, also 30% are strongly agree. In general, rural students have more optimistic views
on the statements and they have more support. However, it is so interesting that again rural
students are more undecided rather than urban, except in the part of adapting the teaching
process on students’ previous knowledge that urban students are more unsure. But in
comparison, urban students do not support the statements very much because sometimes,
especially in three last statements they are disagree. However, still in rural also we can see the
big disagreement but not so much like urban area.

Table 8: Students’ view about teachers and their understanding of PCK

17
 My teacher often Teacher gives me Teachers do not let Teacher expect me
To what degree select the best the task according us explain answers to memorize
you agree or teaching approach to my ability because they could history rather than
disagree with the to guide students’ be wrong understanding it
following learning in history
statement
# U% # R% # U% # R% # U% # R% # U% # R%
Strongly agree 12 24 16 32 15 30 19 38 2 4 8 16 16 32 19 38
Agree 10 20 16 32 14 28 12 24 13 26 9 18 14 28 13 26
Undecided 8 16 3 6 4 8 7 14 3 6 4 8 1 2 6 12
Disagree 17 34 13 26 14 28 12 24 16 32 17 34 11 22 7 14
Strongly Disagree 3 6 2 4 3 6 0 0 16 32 12 24 8 16 5 10
Urban students’ views about their teachers that if they select the best teaching approach
to guide students learning in history shows that 34% are disagree while students in rural area
about 32% are strongly agree and 32% are just agree that their teachers select the best teaching
approach, but still large percentage of rural students 26% are disagree. Giving task according
to students’ ability is the teachers’ activity that both students strongly agree about 30% and
38% in urban and rural respectively. On the other hand the level of agree and disagreement in
urban area is equal 28%, compare to level of agree and disagree in rural that are also the same
percentage (24%). In urban, students are disagree that teachers do not let us explain the answer
because we could be wrong, and we can see strongly disagree is the same percentage (about
32%) in compare rural students also disagree and they believe teachers let them explain the
answer (almost 34%). On the other hand teachers in both area expect students to memorize
history because about 32% in urban and 38% in rural encouraged students to memorize rather
than understanding history. In this table rural students have a more support on the statements
rather than urban students, while in the part of explaining the answer both students in the two
region are disagree, urban students are intensively disagree and rural as well. The number of
people who do not have any idea is also significant between rural area except selecting the
appropriate teaching approach that urban area have more percentage of undecided. It is also
amazing that urban students significantly are disagree rather than rural area and they believe
their teacher do not have appropriate activity to show the appropriate knowledge of PCK.
Part III: Teachers and students’ views on how teachers teach the subject of history

60
50
40
30
20
10
0
U% R% U% R% U% R% U% R%
Invite experts in the class Encourage students to read Showing films and I engage students in the
for lecture about specific and research by using appropriate TV program group with those who are
content magazine and newspaper more interested in the
or books subject
Not at all Seldom Frequently Almost every lesson

Figure 5: Teachers’ views on performing the history lesson in the class

18
 Teaching history required different factors that facilitate in history subject, one of them
is inviting expert in the class for lecture about specific content and figure show that almost 46%
of teachers selected not at all. In addition, 60% of urban teachers frequently encourage students
to read a research by using magazine and newspaper compare to rural area that 50% frequently
encourage students. On the other hand, 46% percent of teachers in both urban and rural claim
that we do not at all, show the TV programs or films for students. While urban teachers about
60% claim that we engage them in the group with those who are more interested in this subject,
compare to rural area that 56% frequently do this. In summary two activity of teachers face
with the high range of opposition between urban and rural teachers, one is invite experts and
second is showing film and TV programs. Whereas in both area they are almost the same view
with a very little difference. In compare urban teacher have more support for doing activities
like encouragement of students to read and research and engage students in the group. But there
is a difference that the only activity that almost majority of the teachers do it in every lesson is
engagement of students in the group with those who are more interested. It is so interesting that
just urban teachers have more emphasis on group working while teachers in rural frequently do
it.

50

40

30

20

10

0
U% R% U% R% U% R% U% R%
All my activities are I made opportunity for I facilitate the students’ I choose the most
related to students’ students to go outside activity and their own important events for
interest because they schools to see the inquiry teaching this subject
decide about what they historical places and learn
can do practically
Not at all Seldom Frequently Almost every lesson

Figure 6: Teachers views on its activity during the history lesson

In this, figure teachers claim that more than 50% of students in urban and rural area
said that all their activity are related to students interest almost in every lesson. In the part of
providing opportunity to go outside, urban teachers about 36% said we frequently do this, but
in rural 30% claim, we seldom make opportunity for this opinion. On the other hand, 46% of
teachers in urban said we facilitate the student’s activity in every lesson, but in contrast 40% of
rural teacher seldom facilitate the students activity. There is stronger support for choosing the
most important events; almost both urban and rural teachers more than 43% claim we choose
the most important events for teaching history in every lesson. When we sum up the statements,
we can see that urban teachers have a more emphasis on doing activity almost in every lesson.
While in the part of selecting the most important events rural teachers have a more support. It
is also interesting that rural teachers seldom facilitate to provide opportunity to go outside and
encourage the students’ own inquiry. As a result we can see they are a little bit unsure. Vice
versa urban teachers claim that they almost in every lesson or frequently perform the following
actions.
Table 9: students’ view about performing history lesson in the class

19
 Experts are invited I am encouraged to We often watch Teacher engage
to our class for read and research by films and students in the
How often the lecture about using magazine and appropriate TV group with those
following factors
specific content newspaper or books program who are more
happen in the class
interested in the
when you teach subject
history subject
U R U R U R U R
# # # # # # # #
% % % % % % % %
Not at all 35 70 29 58 7 14 5 10 23 46 21 42 15 30 5 10
Seldom 10 20 12 24 13 26 17 34 15 30 7 14 11 22 11 22
Frequently 3 6 5 10 20 40 12 24 11 22 19 38 13 26 14 28
Almost every lesson 2 4 4 8 10 20 16 32 1 2 3 6 11 22 20 40

Students likewise teachers selected the option of not at all, for inviting experts in the
class for lecture, almost 70% in urban and 58% in rural. Urban students also about 40% said
we frequently encouraged to read and research by using magazine while 34% rural students
seldom encouraged reading and researching by using information resources. Furthermore, 32%
of rural encouraged in every lesson while just 20% of urban teachers use it in every lesson for
students. Watching TV or film also rarely used for students and 46% and 42% of urban and
rural respondents respectively said that we not at all watch TV or appropriate films. In addition,
engagement of students in the group with those who are more interested in this subject between
urban students is less than rural, 30% of urban students claim not at all, while 40% of rural said
in every lesson. However still the 26% of urban students said we frequently engaged in the
group with those who are more interested. In the summary of the table we can understand that
still students mostly in the urban have a more emphasise that experts do not invited in the class
and they do not watch TV or seldom they watch it. While to some degree urban students support
the statements that elaborate students encouraged to read and research, whereas rural students
emphasise they engaged in the group. However it is amazing that majority of rural students
have an opposite view about encouragement to read and research and majority of urban also
believe they not at all engage in the group, therefore students a little bit are unsure about the
statements.

Table 10: Students views on their activities in the class with exist of teacher

My interest has We often go Our Teacher Our teacher choose

How often the impact on teachers’ outside schools to facilitate the the most important
following factors activity in the class see the historical students’ activity events for teaching
happen in the class like selecting places and learn and their own this subject
when you teach reading material, practically inquiry
history subject goals etc.
# U% # R% # U% # R% # U% # R% # U% # R%
Not at all 8 16 5 10 38 76 33 66 9 18 9 18 14 28 10 20
Seldom 4 8 13 26 7 14 6 12 25 50 17 34 11 22 13 26
Frequently 15 30 12 24 2 4 7 14 7 14 10 20 10 20 12 24
Almost every lesson 23 46 20 40 3 6 4 8 9 18 14 28 15 30 15 30

In teaching activity that teachers provide for students, they claimed in every lesson
(about 46% in urban and 40% in rural), students’ interests have impact on teacher’s activity in
the class. In contrast, in the part of going outside to see the historical place, most of the
respondents (76% and 66% in urban and rural respectively) said not at all to this part.
20
Furthermore, students said teachers seldom facilitate the students’ activity for their own inquiry,
urban students 50% and 34% of rural students responded seldom. Still rural students have a
more support for their own inquiry because remarkable percentage of respondents showed that
their teachers sometimes provide this opportunity for them. On the other hand, almost 30% of
students in both areas believed their teachers in every lesson choose the most important events
when they teach, while still the option of not at all and seldom are almost near in both areas and
show significant percentage between 20 to 28 percent. In common, in the two statements of
impact of interest and choosing the most important events students have more support, while
still many of them are disagree and believed teachers do it very less or not at all. In the part of
interest urban had more support and in selecting important events rural students showed
stronger support. It is also interesting that for going outside and teachers facilitate to students
activity neither urban nor rural have support. However, the main point is that both urban
students have more stress that teachers do not do these statements very much.

Table 11: Students’ views on the appropriate way of teaching history

According to you what is the best way of teaching

# U% # R% # T%
history in school?
1) Group-working 8 16 7 14 15 15
2) Peer working 3 6 0 0 3 3
3) Class discussion 8 16 16 32 24 24
4) Lecture 1 2 3 6 4 4
5) Problem posing 1 2 0 0 1 1
6) Explanatory 2 4 2 4 4 4
7) Teacher ask and students response 9 18 3 6 12 12
8) Using all these method according to situation 17 34 19 38 36 36
9) Other 1 2 0 0 1 1
Students in schools, most of the times, desire that teachers choose the best teaching
method for teaching history, therefore, I asked them to choose the best teaching method for
teaching this subject. Urban students (about 34%) said that using all methods according to
situation is the best way, compared to rural students that (about 38%) of them selected this
option. In addition, for urban students, teachers ask and students’ response is the second choice
with 18% of respondents. While two methods for urban students have almost equal percentage,
about 16% and they are class discussion and group working. In contrast, rural students (about
32%) claimed that the second best teaching method is class discussion, and group working with
14% is the third option of rural respondents. Compared to the other options like problem posing,
which has the lowest percentage in both regions (2% in urban and 0% in rural). As a result,
rural students have more emphasis on using method according to situation rather than urban.
However, still this view is important for both sides including urban and rural. While majority
of rural students selected the class discussion as a second choice, urban students think that
teachers ask and students response is better for their learning, but still class discussion as a third
selection is important. Urban students also support the group working as much as class
discussion. In comparison, for rural students, group working is the third choice. The other
methods seem marginal for urban and rural areas, especially for rural, peer working, problem
posing and other methods do not have any interest between students.

21
DISCUSSION
Teaching and learning history in 12th grade classes require understanding of some facts like the
aim of history, pedagogical content knowledge for teaching and using appropriate and adequate
teaching approaches that improves students’ interest for learning history. In this article, I want
to discuss some important factors. First, I elaborate the aim of history according to teachers and
students in rural and urban areas, because the first item of history is its aims; determining the
aim at the beginning of education helps us to select suitable methods to achieve in our goals
(Hooper, 1917). There were some similarities between teachers and students about the aim of
history teaching. Majority of teachers especially in urban, and students in rural selected and
defined the aims of history as they learn from teachers and students in Afghan schools. They
believed on raising awareness about political, social and cultural situation of the countries in
the past, and understanding the works of ancestors, changes in different periods and learn from
mistakes. While, in these years Afghan students in schools have problem that why their country
for so many years is involved in fight. However, when I saw the works of the other researchers
they elaborated the first aim of history as learning basics of citizenship for students to build a
better society and if the history do not teach in schools maybe this aim do not come off. In
addition, human is a social being and they are living in the society and have relation with other
humans. It is, therefore, a need for being responsible, critical, and reflective, as well as become
a good citizen in the society we live, to understand the decision-making (Yilmaz, 2008).
Besides, teachers in two regions i.e. urban and rural are more likely to support the statements
rather than students that history enhances the social relation between different parts of society
and show the importance of being active citizen. It shows they also accept this opinion about
the aim of history teaching, this aim is also is accepted according to Yilmaz (2008) as an
important aim of history teaching.
There are similarities between teachers and students’ believes in understanding their
historical identity in the globalized world; both teachers and students express stronger
agreement. Therefore, most of the rural teacher have more emphasize on this part, it shows the
importance of awareness about their own historical identity because it is the fact that we live in
the globalized world and we should develop the process of globalization (Rüsen, 2004). On the
other hand, Afghan people mostly are Muslim; hence, I think they are interested in
understanding about Islamic identity.
In the part of teachers and students’ support for promoting the students’ intellectual
skills as a big aim of history teaching, to expand the students’ ability to think critically is the
same as the other researches, especially Donnelly (2010) thought that it is the most important
aim of history teaching in school. Because historical understanding is not the main part of
historical goals, rather social and intellectual development is the base. Therefore, students
should engage in all activities according to the aims and provide active learning to let them take
responsibility of their own inquiry.
While teachers believed that they provide effective teaching according to the aim,
students do not support this claim very much, especially students who are in the rural schools.
The reason is that, some students do not get interested in history and think that history is a
marginal subject, because the learning process makes a subject more interesting or dull, not the
subject content. Therefore, understanding the aim helps teachers to provide effective teaching
and motivate students to take responsibility for their own learning (Harris & Haydn, 2006).
Besides, the findings show that lack of professional teachers that do not let students participate
in activity and using just lecture, make history dull for students and its difficulties related to the
aim of history and students’ interest.
The focus of teaching is not just the substantive knowledge and transmission of
content; rather it is disciplinary perspective, orientation and beliefs of different persons.
Therefore, pedagogical content knowledge is a way for understanding and transforming subject

22
matter to students (Carter, 2000). Likewise, knowledge of content and knowledge of pedagogy
were two important parts for PCK. However, majority of teachers and students for improving
their knowledge about the content used just reading 12th grade history books, while there are
many information resources such as internet and many other ways to promote the content
knowledge. Maybe lack of access to these resources caused that few teachers and students
especially in rural area use them for improving their knowledge about the content. In addition,
from my own experience, one reason that students do not share their ideas and do not ask from
experts to promote content knowledge is lack of teachers’ knowledge in schools because
majority of teachers are graduated from 14th class. Therefore, as I illustrated in my findings,
teachers have problems to understand the procedures, theories and concept especially rural
teachers that show their misunderstanding from the content of history book.
If we compare teachers with high level of teaching experience with novice teachers,
we can understand that experienced teachers are more successful in understanding history
content and history pedagogy. Teachers can develop the most complicated argument and
provide useful conceptual maps. As it seems teachers with 6 years’ experience in average, and
majority of students, support the statements of teaching experience for improving the skills of
history teaching and as an important factor for PCK. Teaching experience enables teachers to
increase their knowledge about history content and understanding the challenges in front of
students for learning history. Therefore, teachers’ awareness about misconceptions and the
point of interest will be improved. (Harris & Bain, 2011) This study is like the study of Ragland
(2007) that showed that teaching experience directly has influence on how strategies work in
the teaching process (ibid.)
One of the focuses of PCK is to understand how the learning process occurs in the
class with the two issues of theoretical and empirical knowledge. Which kind of methods can
promote the students’ cognitive skills about history and social understanding, to improve
awareness about how students learn with different teaching strategies in practice. One of these
strategies is to adapt teaching on students’ prior knowledge (Yilmaz, 2008). Therefore, it is
obvious that students do not support this claim very much, as a result, we can see that still
teachers have problem to adapt their teaching based on students’ previous knowledge. Maybe
low education of teachers and lack of understanding of learning and teaching theories cause this
problem to do not consider the zone of proximal development, which is related to pedagogical
knowledge and state that how new knowledge build on previous knowledge (Schunk, 2012).
In addition, urban teachers in opposite to rural, were more likely to agree with
difficulties of considering the individual difference and let students work according to their
ability, whereas, students were a little bit unsure about if their teacher give them task according
to their ability or not. It means teachers do not consider their differences in appropriate way to
convince children that teacher understand PCK properly. However, in this way improving PK
can interpret the class activity and determine differences between students in order to
understand their contrasts, help students to assess their self and compare their selves with other
students. All this process bring facility for students to become aware of in which level they
understand and how they can learn from each other to promote PCK and increase their
confidence (Nilsson & Loughran, 2010). Hence, with teachers and students unsatisfactory about
considering the individual difference and giving task according to students’ ability the
following factors will be uncompleted. On the other hand, when teachers are disagree especially
in the rural, with those who do not let students explain the answer because of wrong response.
Majority of students admitted that their teachers let them explain answers that is a good sign of
improving PCK between teachers, which is helpful for students’ self-confidence. Memorization
also is the important part for the teachers and students, because teachers expect students to
memorize the content rather than understanding it, and students think that for this subject
memorization is the best choice. However, in the period of information and technology, it is

23
mistake to memorize the content, teachers should promote the students critical thinking and
enhance their perception about this subject with providing active learning not just with
repetition of years or event (Seixas & Peck, 2004).
One important factor for understanding the pedagogical content knowledge for every
teacher is to understand about planning. How teachers provide their plan and what elements are
important when they providing the plan. For urban teachers experience from previous lesson
was important and rural teachers emphasized on research. However, many studies show that
textbooks and students’ ability are also the important factors for preparing plan; fortunately,
both urban and rural teachers consider them when they provide their teaching plan. Hattie
(2012) in his research mentioned four criteria when the teachers make a teaching plan first is
prior achievement, second is the level of desire which teacher consider it at the end of a lesson,
third is the progression rate, and fourth is about teachers collaboration with other to provide
critic and bring positive effect on students’ learning. Therefor in this research, Hattie (2012)
believed that, plan as a part of PCK should be provide with the help of other teachers, at the
same time consider the level of students’ performance to understand how the plan had impact
on students understanding. However in Afghan school help of the other teachers had less value
for teachers when they providing their plan. On the other hand, plan is design in order to respond
to every students learning no matter they are in the group or individual and consider the
flexibility (Kroksmark, 1995). As a result, teachers and students’ knowledge about PCK can be
understood via different factors not just with asking one question about PCK. However,
teachers had more emphasize that they have suitable pedagogical content knowledge. But, in
some case students were opposite view or sometimes they were unsure, for instance, both
teachers and students was aware of the importance of teaching experience, while they were in
some degree unsure about the way of increasing the content knowledge of history subject, that
was not adequate according to many researchers. Therefore, teachers still need to more support,
training and teaching experience to improve their knowledge about PCK and improve their
understanding about how students learn history with interest.
In the process of implementation of teaching in order to doing history, teachers need
to understand the right method, habits of mind that how we use themes to understand the
historical thinking. But historical thinking enhance with use of historical films, going to
museum to see historical places, invite experts in the class and get experience about historical
places and events to understand what the past looks like (Seixas & Peck, 2004). Unfortunately,
in Afghan schools, experts do not invite in the class, and there is no opportunity for students to
see historical film or appropriate TV program, even going outside to see historical place is not
common among teachers and students except few teachers in urban. Ragland (2007) believed
in his research, that history should be based on the research according to documents and artifacts
to provide doing history in the class and increase the engagement of students in history and help
them practice history based on a research. As a result, rural students have low research in history
rather than urban students; maybe in rural there is limited access to internet, library and
information resources that cause students doing less research and it became difficult for their
teachers to encourage them to more research.
In the case of group discussion there were also some important point, Young (2007)
believed that group discussion in history subject is the suitable way to deliver the content and
help students to explore and share their ideas, however in the big class we cannot expect teacher
to provide a good group discussion. At the reason may be in big classes teachers could not
provide equal chance for students to participate in the group working (ibid). Therefore, urban
teachers have more support about the statements providing chance for students in every lesson
to engage them in the group with those who are more interested, while urban students were a
little unsure. Hence, during the teaching history if students engage in the group properly they
can share their ideas and with cooperation, they learn from each other. However, still group

24
working in Afghan schools, need more support and train to improve the level of teachers’
understanding about suitable ways for implementation of group working.
Students’ interest also had impact on teachers’ activity in the class like select the
teaching material. It is interesting that both teachers and students support the importance of
students’ interest for select the teaching activity in the class almost in the same degree.
Therefore, teachers with this idea help students to get more interest in history subjects.
Moreover, another research showed students are more active and more reflective, when with
their own interest; they select the important methods and materials for teaching process.
Besides, when they choose the most important events and separate them from trivial according
to their interest. These events affect people across the time and should be recognized according
to present time when students are doing historical thinking (Seixas & Peck, 2004). Therefore,
without teachers in urban, majority of rural teachers and students in two region say that teacher
choose the most important event for teaching this subject, which show a good influence of doing
history in Afghan classes.
CONCLUSION
This study was about the teaching in 12th grade history class in order to understand the views
of teachers and students about teaching this book. The big focus on this study was on how
teachers, can make history interesting, Therefore, awareness of teachers about students’
progress and effects of different activities on their performance help us to understand
appropriate teaching methods and theories. Hence, teaching history as an educational process
occurs with the existence of the teachers to make history more desirable (Hattie, 2012). This
review shows that there is relevant understanding of the aims for history teachers. I addition,
with the understanding different aim of history I showed how the perception of teacher and
students about the aim of history is, and which kinds of aims transfer to students according to
purpose of history teaching. In addition, related PCK submit for history teachers and the
procedures of transformation of history knowledge was the center of focus when teachers
participate in teaching activity in the class. This research on teachers attitude will relate to all
three parts (aim, PCK and teaching style) when formulating the questionnaire and discussing
the result.
According to research question, I understand the aim of history teaching according to
teachers and students views with distributing separate questionnaire, although it was different
from other research that showed there is different understanding about the aim that cause some
students get uninterested in history. Lack of educational background was the main reason for
students’ uninterested in history subject that showed complication of teaching history.
Therefore, understanding the aim of history seems essential, but teachers and students had
emphasized on raising awareness about the past events as a main purpose of history. However, it was
interesting that all teachers and students in two regions of urban and rural also recognized the
other important aims of teaching history like improvement of Islamic identity, development of
country, promoting intellectual skill etc. Similarly, with recognizing the content of history
according to curriculum, teacher select big ideas and with pedagogical content knowledge tries
to construct the knowledge of students in the class. This paper showed how history teacher
engage students in active learning according to their understanding from PCK because amount
of understanding about PCK help teachers to perform the different level on what they can do
about history lesson in the class. However, still changing in behavior is the focus of history
teachers in Afghan schools, because teachers had low education, and most of the times expect
students to memorize the content. In addition, it was difficult for teachers to recognize the
students’ difference, hence adapting new knowledge on previous knowledge were so difficult
and students just repeat the old information and accept passively the lecture of history teachers
and the content provided by government. However, there is many positive point, which teachers

25
supported during teaching history subject, like understanding the importance of teaching
experience, selecting appropriate teaching approach, provide opportunity for students to explain
the answer and considering experience from previous lesson, text books and students ability in
the lesson plan, which is important part of PCK. Besides, most of the time teachers especially
in the urban showed that they understand and implement PCK in their teaching procedure and
have adequate knowledge about PCK. However, students sometimes especially in the rural
were disagree and did not support teachers’ views about implementing PCK correctly. All this
procedure about PCK understood without questioning about Pedagogical Content Knowledge
directly, because it was concept and most of the teachers were not aware about it. Hence, I tried
to understand about their views with asking different question related to PCK.
Their knowledge about history teaching in practice is the other part to understand, in
which procedure they teach history subject and how students learn history in different schools
effectively. In Afghan schools, few students were engage with their own inquiry for
understanding history, assess their own learning with use of Content Representative; it means
choosing the ideas and select the reason for this selection, have very low usage. Beside, active
learning also were the difficult task for every teacher in Afghan schools, because when we could
not use information resources like internet, appropriate TV and video program, invite experts
and do not going outside for experience about history, how we can say we have an active
learning. While almost 40 students exist in the class that make difficult for every teachers to
provide group working and class discussion. Nevertheless, teachers frequently encourage
students to read and research by using magazine, sometimes engage them in the group and
provide activity according to students’ interest and choosing the most important events that is
a good sign for desirable teaching. It means despite of many problem and difficulty still teachers
try to implement suitable teaching approach for students to be reflective and making history
subject more interesting.

26
REFERENCES
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health and social science. England: Open University Press.
Bryman, A. (2012). Social Research Methods. New York: Oxford University Press.
Brown, S.D. (2009). History Circles: The Doing of Teaching History. Vol. 42, No. 2 (Feb,
2009). Muncie, Indiana: Ball State University.
Carter, K. (2000). Teachers’ Knowledge and Learning to Teach. Arizona: University of
Arizona.
Cohen, L. Manion, L & Morrison. (2011). Research Method Education. London: Routledge.
Donnelly, J. (2010). Interpreting differences: The educational aims of teachers of science and
history, and their implications. Journal of Curriculum Studies. London: Routledge.
Hattie, J. (2012). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. London: Routledge.
Hooper, J. C. (1917). The Teaching of History. London: Clarendon press.
Harris, L. M. & Bain, R. B. (2011). Pedagogical Content Knowledge for World History
Teachers: What is It? How Might Prospective Teachers Develop It? Michigan:
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Harris, R. & Haydn, T. (2006). Pupils’ Enjoyment of History: what lessons can teachers learn
from their pupils? The Curriculum Journal. Vol. 17, No. 4 (December 2006). UK:
Routledge.
Karlsson, P. & Mansory, A. (2007) an Afghan Dilemma: Education, Gender and Globalisation
in an Islamic Context. Stockholm: Stockholm University.
Kroksmark, T. (1995). Teaching and Teachers’ “Didaktik”. Studies in the Philosophy and
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Ministry of Education. (2010). National Strategic Plan for Education in Afghanistan 2010-
2014. Kabul: Ministry of Education.
Nilsson, P. and Loughran, J. (2010) Understanding and assessing primary science student
teachers' pedagogical content knowledge. Conference paper, presented March 24,
2010 S9.13.2 NARST annual conference, Philadelphia.
Nilsson, P. (2008). Teaching for Understanding: The complex nature of pedagogical content
knowledge in pre-service education. International Journal of Science Education 2008.
Nilsson, P. van Driel, J. (2010) Teaching together and learning together: Primary science
student teachers’ and their mentors’ joint teaching and learning in the primary
classroom. Teaching and Teacher Education 26 (2010) 1309-1318.
Ragland, R. G. (2007). Changing Secondary Teachers’ Views of Teaching American History.
Vol. 40, No. 2, (Feb, 2007). Illinois: Lake Forest College.
Rüsen, J. (2004). How to Overcome Ethnocentrism: Approaches to a Culture of Recognition
By History in the Twenty First. Germany: Wesleyan University
Schunk, D.H. (2012). Learning Theories. An Educational Perspective. Boston: Pearson
Education.
Shulman, L. (1986) Those Who Understand: Knowledge Growth in Teaching Educational
Researcher, Vol. 15, No. 2 (Feb 1986).
Seixas, P. & Peck, C. (2004). Teaching Historical Thinking: Challenges and Prospect for
Canadian Social Studies. Vancouver: Pacific Educational Press.
Young, J. (2007). Small Group Discussion: Beyond the Fishbowl, or, Everybody Reads,
Everybody Talks, Everybody Learns. Vol. 40, No. 2 (Feb, 2007). Illinois: Oak Park
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University of North Carolina.

27
ANNEXES
Annex I
Questionnaire for 12th grade history teacher
Dear respected teachers,

28
This questionnaire is designed as a part of research project at the end of mastery program at
Karlstad University in Sweden in order to understand teachers’ views on teaching and learning
history at grade 12 in Afghan schools. Therefore, only history teachers of grade 12th in different
parts of Ghazni province including rural and urban areas can participate in this research. Your
cooperation can help for improvement of educational program is schools especially teaching
and learning history subject.
In general, this questionnaire has two part; first section is about personal information
such as sex, age, level of education and so on that are secret and will not share with anyone.
The second part organized with short questions and should complete according to guidance. In
one word, your honesty can increase the validity of research project and I am so grateful for
your cooperation at the failed of completing this questionnaire.

Best regards
Sayed Habibullah Musawi
Teacher of Ghazni teacher training college

Part one: Personal information

1) Sex: A: male □ B: female □
2) Age: ………….year
3) Teaching experience: ………… year
4) Level of education:
A: Less than 12th grade □ B: 12th grade □ C: 14th grade □ D: Bachelor □
E: Master □ F: Islamic education □
5) What is your specific field study in school, college or university? ……………..………
6) School’s location where you teach: A: Urban □ B: Rural □
7) Type of school where you teach: A: Girls school □ B: Boys school □ C: Mixed □
8) How many students are in the class where you teach? …..…..…………………………
9) Did you participate to in-service seminars? A:Yes □ B:No □
If yes, write its period in months: ………………………………………………………..
10) Do you have any other job: A: Yes □ B: NO □
Please clarify if the answer is yes. ……………………………………………………

Part two: General information

The aim of history subject in schools according to teachers’ views

1) According to you what is the purpose of history teaching in schools?

………………………………………………………………………………………………
………………………………………………………………………………………………

Please say how much you agree or disagree with each of the following
Strongly agree
Agree
Undecided
Disagree
Strongly Disagree

statements, and choose just one of the these words in each row (
Strongly agree, Agree, Undecided, Disagree, Strongly disagree)

29
 2) Teacher’s responsibility is to convince children that history is a
valuable subject
3) History can promote the students intellectual skills and expand their
ability to think critically
4) Students think that history is an important subject in school
5) Students think that history is interesting and stimulating subject
6) As a teacher I have a clear idea of why history is taught in school
7) History helps the students to develop their national identity, and to
increase their self esteem
8) Teaching history enhance the social relations between different parts
of society and show the importance of being active citizen.
9) I can provide for effective teaching in accordance with the aim of
history
10) Most of the time I provide good assessment about history textbook
11) The aim of history teaching is to help us develop our country
12) The student are encourage to think critically and they ask questions
without fear
13) We need to understand our own historical identity in the globalized
world
14) History helps us to recognise and protect our Islamic identity

Teachers’ views on pedagogical content knowledge (PCK), and its development

for history teaching
15) How can you increase your knowledge about 12th grade history content?
………………………………………………………………………………………
………………………………………………………………………………………

Please say how much you are agree or disagree with each of
Strongly agree
Agree
Undecided
Disagree
Strongly Disagree
the following statements, and choose just one of the these words in
each row ( Strongly agree, Agree, Undecided, Disagree, Strongly
disagree)

16) teaching experience is a key to improve our skills of history subject

17) I find it easy to keep up to date with new resources (books,
magazine, videos) that are relevant for my history teaching
18) Teachers often use different teaching methods in history subject
19) 12th grade history text books have a good effects on students learning
20) Teachers understand procedures, theories, concepts and facts within
the 12th grade history content in purposeful and reasonable way
21) Teachers know how to assess students’ performance in the History
class
22) I can adapt my teaching based on students’ pervious knowledge
23) I know how to assess the students understanding and their
misconception
24) I understand how to manage students learning about this subject

30
 25) Most of the time I select the best teaching approach to guide students
learning in history
26) I find it difficult to consider the individual differences between
students and let them work according to their ability
27) Students should learn more about local history or history of
Afghanistan
28) Students are more interested in history of outside Afghanistan or
world history
29) Teachers should not let students explain answers because they could
be wrong
30) Students are expected to memorise history than to understanding it in
history subject

31) To what extent are following factors important when planning your

Not important
Little important
Quite important
Very important
lessons?

Students ability
Text book
General advice or instruction for the topic
Local planning
Students’ request
My own interest
Experience from previous lesson
Research
Collaboration with colleagues

Teachers’ views on teaching history subject

How often the following factors happen in the class when you
Not at all
Seldom
Frequently

Almost every lesson

teach history subject. (Please choose just one option in each row, the
key words are Not at all, Seldom, Frequently, Almost every lesson)

32) Invite experts in the class for lecture about specific content
33) Encourage students to read and research by using magazine and
newspaper or books
34) Showing films and appropriate TV program
35) Using photographs and appropriate objects
36) Making a program for more engagements of students in history
according to selected ideas in the plan

31
 37) I engage students in the group with those who are more interested in
the subject
38) For encouragement of uninterested students I involve them in class
activities, to show how their work is important
39) I convince them that searching and efforts are the responsibility of
students
40) students share their ideas, and with their cooperation learn from each
other
41) all information and textbooks are organized and topics present
coherently and easy to understand
42) All my activities are related to students’ interest because they decide
about what they can do
43) students are aware of selecting teaching methods and compare their
activity
44) I made opportunity for students to go outside schools to see the
historical places and learn practically
45) I facilitate the students’ activity and their own inquiry
46) I choose the most important events for teaching this subject
47) Students discuss the historical topics critically
Annexe II
QUESTIONNAIRE FOR 12TH GRADE STUDENTS
Dear respected students,
This questionnaire is designed as a part of research project at the end of mastery program at
Karlstad University in Sweden in order to understand teachers and students’ views on teaching
and learning history at grade 12 in Afghan schools. Therefore, only 12 th grade students in
different parts of Ghazni province including rural and urban areas can participate in this
research. Your cooperation can help for improvement of educational program in schools
especially teaching and learning history subject.
In general, this questionnaire has two part; first section is about personal information
such as sex, age, school’s location and so on that are secret and will not share with anyone. The
second part organized with short questions and should complete according to guidance. In one
word, your honesty can increase the validity of research project and I am so grateful for your
cooperation at the failed of completing this questionnaire.

Best regards
Sayed Habibullah Musawi
Teacher of Ghazni teacher training college
Part one: personal information
11) Sex: A: male □ B: female □
12) Age: ……………. Year
13) School’s location where you study: A: Urban □ B: Rural □
14) Type of school where you study: A: Girls school □ B: Boys school □ C: Mixed □
15) How many students are in the class where you study? …..……………………………….
16) What is your job beside school?
A: Part time working □ B: Just studding□ C: Teach in course or school □
D: Other ……

32
 Part two: general information
The aim of history in schools according to students’ views

1) According to you what is the purpose of history teaching in school?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
2) According to you, why some students do not interested in history subject in school?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

Please say how much you agree or disagree with each of the

Strongly agree
Agree
Undecided
Disagree
Strongly Disagree
following statements, and choose just one of the these words in each
row ( Strongly agree, Agree, Undecided, Disagree, Strongly disagree)

3) Teacher’s responsibility is to convince students that history is a

valuable subject
4) History can promote my intellectual skills and expand my ability to
think critically
5) I think that history is an important subject in school
6) I think that history is interesting and stimulating subject
7) My teacher have a clear idea of why history is taught in school
8) History helps me to develop my national identity, and to increase self
esteem
9) Teaching history enhance the social relations between different parts
of society and show the importance of being active citizen.
10) My teacher provide for effective teaching in accordance with the aim
of history
11) Teacher provide good assessment about history textbook
12) The aim of history teaching is to help us develop our country
13) I feel encourage to think critically and ask questions without fear
14) We need to understand our own historical identity in the globalized
world
15) History helps me to recognise and protect our Islamic identity

Students’ view on how teacher use pedagogical content knowledge (PCK) and
develop PCK for history teaching and learning

16) How can you increase your knowledge about 12th grade history content?
………………………………………………………………………………………………
………………………………………………………………………………………………
17) What is your views about history teacher, is s/he professional and experienced?
A: My teacher is professional without experience
B: My teacher is neither professional nor experienced
33
 C: My teacher has experience, but s/he is not professional
D: My teacher is experience and professional

Please say how much you agree or disagree with each of the

Strongly agree
Agree
Undecided
Disagree
Strongly Disagree
following statements, and choose just one of the these words in each
row ( Strongly agree, Agree, Undecided, Disagree, Strongly disagree)

18) I believe teaching experience is a key to improve our skills of history

subject
19) I am satisfied with teaching style of history teacher
20) My teacher find it easy to keep up to date with new resources (books,
magazine, videos) that are relevant for my history teaching
21) My teacher often use different teaching methods
22) 12th grade history text books have a good effects on my learning
23) My teacher know how to assess students’ performance in the class
24) My teacher know how to assess the students understanding and their
misconception
25) My teacher can adapt his/her teaching based on students’ pervious
knowledge
26) My teacher often select the best teaching approach to guide students’
learning in history
27) Teacher gives me the task according to my ability
28) I think that students should learn more about local history or history
of Afghanistan
29) Students are more interested in history of outside Afghanistan or
world history
30) Teachers do not let us explain answers because they could be wrong
31) Teacher expect me to memorise history rather than understanding it

32) To what extent are following factors important when you want
Not important
Little important
Quite important
Very important

teacher planning the lessons?

My ability
Text book
General advice or instruction for the topic
Local planning
My request
Teachers’ interest
Experience from previous lesson
Research
Collaboration of teacher with his/ her colleagues

34
Students’ views on teaching history subject

33) According to you what is the best way of teaching history in school?
A: Group-working □ B: Peer working □ C: Class discussion □ D: Lecture □
E: Problem posing □ F: Explanatory □ G: Teacher ask and students response □
H: Other (please specify)

How often the following factors happen in the class when you

Not at all
Seldom
Frequently

Almost every lesson

study history subject. (Please choose just one option in each row, the
key words are Not at all, Seldom, Frequently, Almost every lesson)

34) Experts are invited to our class for lecture about specific content
35) I am encouraged to read and research by using magazine and
newspaper or books
36) We often watch films and appropriate TV program
37) We often use photographs and appropriate objects
38) Teacher engage students in the group with those who are more
interested in the subject
39) For encouragement of uninterested students teacher involve them in
class activities, to show how their work is important
40) I believe it is my responsibility to search and effort in order to
understand history
41) I often cooperate with my comrades and we learn from each other
42) I think that the textbook is easy to understand because my teacher
organized and present it well
43) My interest has impact on teachers’ activity in the class like selecting
reading material, goals etc.
44) I am aware of selecting teaching methods and compare my activity
45) We often go outside schools to see the historical places and learn
practically
46) Our Teacher facilitate the students’ activity and their own inquiry
47) Our teacher choose the most important events for teaching this subject
48) Our teacher encourage us to discuss the historical topics critically

‫پرسشنامه برای استادان تاریخ صنف دوازدهم‬

‫استادان نهایت گرامی‬

‫پرسشنامه ای را که مطالعه مینمائید منحیث بخشی از پروژۀ تحقیقی میباشد که در اخیر پروگرام ماستری پوهنتون کارلستاد‬
‫کشور سویدن به منظورتکمیل پایان نامه دوره ماستری و حاصل نمودن معلومات از طرز دید استادان در مورد تدریس و‬
‫ بناء تنها استادانی که تاریخ صنف دوازدهم را در مکاتب‬.‫آموزش تاریخ صنف دوازدهم مکاتب تهیه و ترتیب گردیده است‬
.‫مختلف والیت غزنی به شمول مکاتب شهری وروستایی تدریس مینمایند تقاضا میگردد در این تحقیق اشتراک نمایند‬
‫همکاری شما در بهبود پروگرام های تعلیمی در مکاتب مخصوصا برای تدریس ویادگیری مضمون تاریخ کمک موثری‬
.‫خواهد نمود‬

35
‫به صورت عموم این پرسشنامه شامل دو بخش میباشد؛ بخش اول شامل معلومات شخصی استادان از قبیل‬
‫جنسیت‪ ،‬سن‪ ،‬میزان تحصیل و غیره درج گردیده که به صورت محرم خواهد ماند و با هیچ کس شریک ساخته نخواهد‬
‫شد‪ ،‬بخش دوم توسط سواالت نسبتا کوتاه ترتیب شده و مطابق هدایات داده شده باید تکمیل گردد‪ .‬به صورت خالصه‬
‫صداقت شما در تکمیل این پرسشنامه به اعتبار این پروژه تحقیقی خواهد افزود‪ ،‬در اخیراز همکاری صمیمانه شما در‬
‫تکمیل این پرسشنامه سپاسگذارم‪.‬‬

‫بااحترام‬
‫سید حبیب هللا موسوی‬
‫استاد تربیه معلم والیت غزنی‬
‫بخش اول‪ :‬معلومات انفرادی‬
‫□‬ ‫ب‪ :‬مونث‬ ‫الف‪ :‬مذکر □‬ ‫جنسیت‪:‬‬ ‫‪)1‬‬
‫سن‪ ..................... :‬سال‬ ‫‪)2‬‬
‫سابقه تدریس در مکاتب‪ .......................... :‬سال‬ ‫‪)3‬‬
‫میزان تحصیالت‪:‬‬ ‫‪)4‬‬
‫د‪ :‬لیسانس □‬ ‫ج‪ :‬چهارده پاس □‬ ‫ب‪ :‬صنف دوازدهم □‬ ‫الف‪ :‬کمتر از صنف دوازدهم □‬
‫هـ‪ :‬ماستر□ و‪ :‬فارغ تعلیمات اسالمی □‬
‫‪ )5‬تحصیالت شما در مکاتب یا موسسات تعلیمات عالی در کدام رشته میباشد؟ ‪...............................................‬‬
‫ب‪ :‬اطراف □‬ ‫مکتبی که شما در آن تدریس مینمائید در کدام ناحیه میباشد؟ الف‪ :‬مرکزشهر □‬ ‫‪)6‬‬
‫ج‪:‬‬ ‫نوعیت مکتبی که شما درآن تدریس می نمائید‪ :‬الف‪ :‬مکتب دخترانه □ ب‪ :‬مکتب پسرها □‬ ‫‪)7‬‬
‫مختلط □‬
‫‪ )8‬در صنفی که شما تدریس مینمائید به چه تعداد شاگردان موجود هستند؟ ‪....................................................‬‬
‫ب‪ :‬نخیر□‬ ‫الف‪ :‬بله □‬
‫‪ )9‬آیا شما در سمینارهای داخل خدمت اشتراک نموده اید؟‬
‫اگر جواب بله است‪ ،‬طول دوره هایی را که سپری کرده اید را بیان دارید‪................................................ :‬‬
‫ب‪ :‬نخیر□‬ ‫الف‪ :‬بله □‬
‫‪ )10‬آیا کدام شغل دیگری نیز دارید؟‬
‫اگر جواب بلی است لطفا واضح بسازید‪.......................................................................................... :‬‬
‫بخش دوم‪ :‬معلومات عمومی‬
‫‪ )1‬به نظر شما هدف تدریس تاریخ در مکاتب چیست؟‬
‫‪....................................................................................................................................................‬‬
‫‪....................................................................................................................................................‬‬
‫‪...................................................................................................................................................‬‬

‫لطفا بیان دارید که باجمالت پائین به چه میزان مخالف و یا موافق هستید‪ ،‬در هرردیف‬
‫کامال مخالفم‬

‫کامال موافقم‬

‫فقط یکی از گزینه های زیر را انتخاب نمائید( کامال موافقم‪ ،‬موافق هستم‪ ،‬نمیدانم‪ ،‬مخالف هستم و‬
‫نمیدانم‬
‫مخالفم‬

‫موافقم‬

‫کامال مخالف هستم)‬

‫مسئولیت معلم این است تا شاگردان را قناعت دهد که تاریخ یک مضمون با ارزش میباشد‬ ‫‪)2‬‬
‫مطالعه تاریخ میتواند مهارتهای عقالنی شاگردان را تقویت بخشیده و توانایی های آنها را توسعه‬ ‫‪)3‬‬
‫دهد تا منتقدانه تفکر نمایند‬
‫شاگردان مضمون تاریخ را یک مضمون مهم در مکتب میدانند‬ ‫‪)4‬‬
‫شاگردان فکر میکنند که مضمون تاریخ دلچسپ و هیجان انگیز میباشد‬ ‫‪)5‬‬
‫منحیث یک معلم‪ ،‬من یک فهم واضح در مورد اینکه چرا تاریخ در مکاتب تدریس میگردد دارم‬ ‫‪)6‬‬

‫‪36‬‬
 ‫‪ )7‬فهم تاریخ به شاگردان کمک مینماید تا هویت ملی خود را تقویت بخشیده و اعتماد به نفس خویش‬
‫را افزایش دهند‬
‫‪ )8‬تدریس تاریخ ارتباط بین اقشار مختلف اجتماع را تقویت میبخشد و اهمیت شهروند فعال بودن را‬
‫نشان میدهد‬
‫‪ )9‬من توانایی آنرا را دارم که در مطابقت با اهداف تاریخ یک تدریس موثر را ترتیب نمایم‬
‫‪ )10‬من اکثر موارد در مورد کتاب درسی تاربخ ارزیابی خوبی ارائه مینمایم‬
‫‪ )11‬هدف تدریس تاریخ این است تا برای انکشاف کشورمان کمک نماید‬
‫‪ )12‬در هنگام تدریس تاریخ شاگردان تشویق میشوند تا منتقدانه تفکر نمایند و بدون ترس سواالت خود‬
‫را مطرح نمایند‬
‫‪ )13‬ما ضرورت داریم تا در مورد هویت تاریخی خویش در دنیایی که اکنون جهانی شده معلومات‬
‫داشته باشیم‬
‫‪ )14‬تاریخ به ما کمک میکند تا هویت اسالمی خویش را شناخته وآنرا حفاظت نمائیم‬

‫‪ )15‬چگونه شما میتوانید دانش خود را در مورد محتوای کتاب تاریخ صنف دوازدهم افزایش دهید؟‬
‫‪....................................................................................................................................................‬‬
‫‪....................................................................................................................................................‬‬
‫‪...................................................................................................................................................‬‬

‫لطفا بیان دارید که باجمالت پائین به چه میزان مخالف و یا موافق هستید‪ ،‬در هرردیف‬
‫کامال مخالفم‬

‫کامال موافقم‬

‫فقط یکی از گزینه های زیر را انتخاب نمائید( کامال موافقم‪ ،‬موافق هستم‪ ،‬نمیدانم‪ ،‬مخالف هستم و‬
‫نمیدانم‬
‫مخالفم‬

‫موافقم‬

‫کامال مخالف هستم)‬

‫‪ )16‬تجربه در تدریس کلیدی است برای انکشاف مهارتهای معلم در مضمون تاریخ‬
‫‪ )17‬برای من آسان است تا از منابع جدید و به روزمانند کتابها‪ ،‬مجالت و ویدیوها استفاده نمایم که‬
‫مرتبط با تدریس تاریخ باشد‬
‫‪ )18‬معلمان غالبا از میتودهای متنوع در تدریس مضمون تاریخ استفاده مینمایند‬
‫‪ )19‬کتاب تاریخ صنف دوازدهم تاثیر خوبی در یادگیری (آموزش) شاگردان دارد‬
‫‪ )20‬معلمان طرزالعمل ها‪ ،‬میتودها‪ ،‬مفاهیم و حقایق محتوای تاریخ صنف دوازدهم را به صورت‬
‫هدفمند و قناعت بخش میدانند‬
‫‪ )21‬استادان میدانند چگونه عملکرد شاگردان را در صنف درسی تاریخ ارزیابی نمایند‬
‫‪ )22‬من میتوانم تدریس خود را بر اساس دانش قبلی شاگردان وفق دهم‬
‫‪ )23‬من میدانم چگونه سطح دانش و تصورات غلط شاگردان را مورد ارزیابی قرار دهم‬
‫‪ )24‬من میدانم چگونه یادگیری (آموزش) شاگردان در مورد این مضمون مدیریت گردد‬
‫‪ )25‬من هر وقت بهترین شیوۀ تدریس را برای هدایت یادگیری شاگردان در مضمون تاریخ انتخاب‬
‫میکنم‬
‫‪ )26‬در نظرگرفتن تفاوتهای فردی شاگردان و اجازه دادن به فعالیت ها ی آموزشی مطابق توانایی های‬
‫فردی آنها دشوار میباشد‬
‫‪ )27‬شاگردان باید در مورد تاریخ محلی یا تاریخ کشورمان افغانستان بیشتر بیاموزند‬
‫‪ )28‬شاگردان به تاریخ بیرون از افغانستان یا تاریخ جهان بیشتر عالقه دارند‬
‫‪ )29‬معلم نباید به شاگردان اجازه دهد تا جوابات را تشریح نمایند زیرا ممکن است اشتباه کنند‬
‫‪ )30‬از شاگردان در مضمون تاریخ توقع میرود تا تاریخ را به حافظه بسپارند نسبت به اینکه یاد‬
‫بگیرند‬

‫‪37‬‬
‫بسیار زیاد مهم‬

‫اندکی مهم است‬

‫نسبتا مهم است‬
‫‪ )31‬لطفا بیان دارید که تا چه حد عوامل ذیل هنگامی که درس خود را پالن میکنید مهم هستند؟ (مهم‬

‫مهم نیست‬
‫نیست‪ ،‬اندکی مهم است‪ ،‬نسبتا مهم است‪ ،‬بسیار زیاد مهم است)‬
‫است‬

‫الف‪ :‬توانایی های شاگردان‬

‫ب‪ :‬کتاب درسی‬
‫ج‪ :‬توصیه های عمومی یا رهنمایی برای موضوع‬
‫د‪ :‬طرح و برنامه های محلی‬
‫هـ‪ :‬تقاضای شاگردان‬
‫و‪ :‬عالقه فردی خودم‬
‫ز‪ :‬تجربه از دروس قبلی‬
‫ح‪ :‬تحقیق‬
‫ط‪ :‬همکاری سایر همکاران‬
‫تقریبا در هر درس‬

‫لطفا بیان دارید که چندوقت یکبار عوامل ذیل در صنف شما اتفاق می افتد زمانی که شما‬
‫مضمون تاریخ راتدریس مینمائید ( لطف نموده در هر ردیف فقط یک گزینه را انتخاب نمائید‪ ،‬لغات کلیدی‬
‫به هیچ وجه‬
‫اغلب موارد‬

‫عبارتند از به هیچ وجه‪ ،‬ندرتا‪ ،‬اغلب موارد و تقریبا در هر درس)‬

‫ندرتا‬

‫‪ )32‬دعوت از یک متخصص در کالس درسی برای لکچردر مورد مطالب خاص‬

‫‪ )33‬تشویق شاگردان برای مطالعه و تحقیق با استفاده از مجالت و روزنامه یا کتابها‬
‫‪ )34‬نشان دادن فیلم ها و پروگرام های مناسب تلویزیونی‬
‫‪ )35‬استعمال تصاویر و اشیاء مناسب در هنگام تدریس‬
‫‪ )36‬ایجاد یک برنامه برای تعامل بیشتربا شاگردان در مضمون تاریخ با توجه به ایده های انتخاب شده در‬
‫پالن درسی‬
‫‪ )37‬من شاگردان را در گروپ همراه کسانی که بیشتر به این مضمون عالقه مندی دارند یکجا مینمایم‬
‫‪ )38‬برای تشویق شاگردان بی عالقه من آنها را بیشتر در فعالیت های صنفی سهیم میسازم تا نشان دهم تا چه‬
‫حد فعالیت های آنها مهم است‬
‫‪ )39‬من شاگردان را قناعت میدهم که تحقیق و تالش نمودن از وظایف خود آنها میباشد‬
‫‪ )40‬شاگردان در مضمون من نظریه های خویش را شریک میسازند‪ ،‬و به همکاری هم از یکدیگر می‬
‫آموزند‬
‫‪ )41‬تمامی معلومات و کتاب درسی به شکل درست سازمان یافته و موضوعات به صورت منسجم و عام فهم‬
‫به شاگردان ارائه میگردد‬
‫‪ )42‬تمام فعالیتها بر اساس عالقه مندی شاگردان ترتیب میگردد زیرا آنها تصمیم گیرنده هستند برای‬
‫فعالیتهایی که میخواهند انجام بدهند‬
‫‪ )43‬شاگردان از روشهای تدریس که توسط معلم انتخاب میگردد آگاهی دارند و میتوانند فعالیت های خویش‬
‫را مقایسه نمایند‬
‫‪ )44‬من برای شاگردان این فرصت را مهیا میسازم تا که در بیرون صنف مکان های تاریخی را مشاهده کنند‬
‫و به صورت عملی بیاموزند‬
‫‪ )45‬من برای فعالیت های شاگردان و تحقیق آنها سهولت ها را فراهم میکنم‬
‫‪ )46‬من در مضمون تاریخ مهمترین حادثات و رویدادها را برای تدریس انتخاب میکنم‬
‫‪ )47‬شاگردان موضوعات تاریخی را در صنف به صورت انتقادی مورد بحث قرار میدهند‬
‫پرسشنامه برای شاگردان صنف دوازدهم‬
‫شاگردان نهایت گرامی‬

‫‪38‬‬
‫پرسشنامه ای را که مطالعه مینمائید منحیث بخشی از پروژۀ تحقیقی میباشد که در اخیر پروگرام ماستری پوهنتون کارلستاد‬
‫کشور سویدن به منظورتکمیل پایان نامه دوره تحصیلی و حاصل نمودن معلومات از طرز دید شاگردان در مورد تدریس‬
‫و آموزش تاریخ صنف دوازدهم مکاتب تهیه و ترتیب گردیده است‪ .‬بناء تنها شاگردان صنف دوازدهم مکاتب مختلف‬
‫والیت غزنی به شمول مکاتب شهری وروستایی تقاضا میگردد در این تحقیق اشتراک نمایند‪ .‬همکاری شما در بهبود‬
‫پروگرام های تعلیمی در مکاتب مخصوصا برای تدریس ویادگیری مضمون تاریخ کمک موثری خواهد نمود‪.‬‬
‫به صورت عموم این پرسشنامه شامل دو بخش میباشد؛ بخش اول شامل معلومات شخصی شاگردان از قبیل‬
‫جنسیت‪ ،‬سن‪ ،‬موقعیت مکتب و غیره درج گردیده که به صورت محرم خواهد ماند و با هیچ کس شریک ساخته نخواهد‬
‫شد‪ ،‬بخش دوم توسط سواالت نسبتا کوتاه ترتیب شده و مطابق هدایات داده شده باید تکمیل گردد‪ .‬به صورت خالصه‬
‫صداقت شما در تکمیل این پرسشنامه به اعتبار این پروژه تحقیقی خواهد افزود‪ ،‬در اخیراز همکاری صمیمانه شما در‬
‫تکمیل این پرسشنامه سپاسگذارم‪.‬‬

‫با احترام‬
‫سید حبیب هللا موسوی‬
‫استاد تربیه معلم والیت غزنی‬
‫بخش اول‪ :‬معلومات انفرادی‬
‫ب‪ :‬مونث □‬ ‫الف‪ :‬مذکر □‬ ‫‪ )1‬جنسیت‪:‬‬
‫‪ )2‬سن‪ ................... :‬سال‬
‫ب‪ :‬اطراف □‬ ‫الف‪ :‬مرکزشهر □‬ ‫مکتبی که شما در آن درس میخوانید در کدام ناحیه میباشد؟‬ ‫‪)3‬‬
‫نوعیت مکتبی که شما درآن درس میخوانید‪ :‬الف‪ :‬مکتب دخترانه □ ب‪ :‬مکتب پسرها □ ج‪ :‬مختلط □‬ ‫‪)4‬‬
‫‪ )5‬در صنفی که شما درس میخوانید به چه تعداد شاگردان موجود هستند؟ ‪.......................................................‬‬
‫‪ )6‬وظیفه شما در کنار رفتن به مکتب چیست؟‬
‫ج‪ :‬در کورس ویا مکتب تدریس میکنم □‬ ‫ب‪ :‬فقط درس میخوانم □‬ ‫الف‪ :‬نصف روز را کار میکنم □‬
‫د‪ :‬سایر موارد ( لطفا واضح بسازید) ‪..............................‬‬
‫بخش دوم‪ :‬معلومات عمومی‬
‫‪ )1‬به نظر شما هدف تدریس تاریخ در مکاتب چیست؟‬
‫‪....................................................................................................................................................‬‬
‫‪....................................................................................................................................................‬‬
‫‪....................................................................................................................................................‬‬
‫‪ )2‬به نظر شما چرا بعضی از شاگردان به مضمون تاریخ در مکاتب بی عالقه هستند؟‬
‫‪....................................................................................................................................................‬‬
‫‪....................................................................................................................................................‬‬
‫‪....................................................................................................................................................‬‬
‫کامال مخالفم‬

‫کامال موافقم‬

‫لطفا بیان دارید که باجمالت پائین به چه میزان مخالف و یا موافق هستید‪ ،‬در هرردیف‬
‫نمیدانم‬

‫فقط یکی از گزینه های زیر را انتخاب نمائید( کامال موافقم‪ ،‬موافق هستم‪ ،‬نمیدانم‪ ،‬مخالف هستم و‬
‫مخالفم‬

‫موافقم‬

‫کامال مخالف هستم)‬

‫مسولیت معلم این است تا شاگردان را قناعت دهد که تاریخ یک مضمون با ارزش میباشد‬ ‫‪)3‬‬
‫مطالعه تاریخ میتواند مهارتهای عقالنی من را تقویت بخشیده و توانایی هایم را توسعه دهد تا‬ ‫‪)4‬‬
‫منتقدانه تفکر نمایم‬
‫من مضمون تاریخ را یک مضمون مهم در مکتب میدانم‬ ‫‪)5‬‬
‫من فکر میکنم که مضمون تاریخ دلچسپ و مهیج میباشد‬ ‫‪)6‬‬
‫معلم من یک فهم واضح در مورد اینکه چرا تاریخ در مکتب تدریس میگردد دارد‬ ‫‪)7‬‬

‫‪39‬‬
 ‫‪ )8‬فهم تاریخ به من کمک مینماید تا هویت ملی خود را تقویت بخشیده و اعتماد به نفس خویش را‬
‫افزایش دهم‬
‫‪ )9‬تدریس تاریخ ارتباط بین اقشار مختلف اجتماع را تقویت میبخشد و اهمیت شهروند فعال بودن را‬
‫نشان میدهد‬
‫‪ )10‬معلم من در مطابقت با اهداف تاریخ یک تدریس موثر را ترتیب مینماید‬
‫‪ )11‬معلم من در مورد کتاب درسی تاربخ ارزیابی خوبی ارائه مینماید‬
‫‪ )12‬هدف تدریس تاریخ این است تا برای انکشاف کشورمان کمک نماید‬
‫‪ )13‬من احساس میکنم که در صنف تشویق می شوم تا منتقدانه تفکر نماینم و بدون ترس سواالت خود‬
‫را مطرح نماینم‬
‫‪ )14‬ما ضرورت داریم تا در مورد هویت تاریخی خویش در دنیایی که اکنون جهانی شده معلومات‬
‫داشته باشیم‬
‫‪ )15‬تاریخ به من کمک میکند تا هویت اسالمی خویش را شناخته وآنرا حفاظت نمایم‬

‫‪ )16‬چگونه شما میتوانید دانش خود را در مورد محتوای کتاب تاریخ صنف دوازدهم افزایش دهید؟‬
‫‪....................................................................................................................................................‬‬
‫‪....................................................................................................................................................‬‬
‫‪....................................................................................................................................................‬‬
‫‪ )17‬دیدگاه شما در مورد استاد تاریخ صنف دوازدهم چیست آیا او باتجربه و مسلکی است؟‬
‫ب‪ :‬معلم من نه مسلکی است و نه هم تجربه دارد □‬ ‫الف‪ :‬معلم من مسلکی است اما تجربه کافی ندارد □‬
‫د‪ :‬معلم من هم مسلکی و هم باتجربه است □‬ ‫ج‪ :‬معلم من باتجربه است اما مسلکی نیست □‬
‫کامال مخالفم‬

‫کامال موافقم‬

‫لطفا بیان دارید که باجمالت پائین به چه میزان مخالف و یا موافق هستید‪ ،‬در هرردیف‬
‫نمیدانم‬

‫فقط یکی از گزینه های زیر را انتخاب نمائید( کامال موافقم‪ ،‬موافق هستم‪ ،‬نمیدانم‪ ،‬مخالف هستم و‬
‫مخالفم‬

‫موافقم‬

‫کامال مخالف هستم)‬

‫‪ )18‬تجربه در تدریس کلیدی است برای انکشاف مهارتهای معلم در مضمون تاریخ‬
‫‪ )19‬من از روش تدریس استادم راضی هستم‬
‫‪ )20‬برای معلم من آسان است تا از منابع جدید و به روزمانند کتابها‪ ،‬مجالت و ویدیوها استفاده کند که‬
‫مرتبط با تدریس تاریخ برای من باشد‬
‫‪ )21‬معلم من غالبا از میتودهای متنوع در تدریس خود استفاده مینماید‬
‫‪ )22‬کتاب تاریخ صنف دوازدهم تاثیر خوبی در یادگیری من دارد‬
‫‪ )23‬استادم میداند که چگونه عملکرد شاگردان را در صنف درسی ارزیابی نماید‬
‫‪ )24‬معلم من میداند چگونه سطح دانش و تصورات غلط شاگردان را مورد ارزیابی قرار دهد‬
‫‪ )25‬استادم میتواند تدریس خود را بر اساس دانش قبلی شاگردان عیارنماید‬
‫‪ )26‬استادم بهترین شیوۀ تدریس را برای هدایت یادگیری شاگردان در مضمون تاریخ انتخاب میکند‬
‫‪ )27‬معلم مطابق به توانایی هایم به من وظایف درسی را محول میسازد‬
‫‪ )28‬من فکر میکنم شاگردان باید در مورد تاریخ محلی یا تاریخ کشورمان افغانستان بیشتر بیاموزند‬
‫‪ )29‬شاگردان به تاریخ بیرون از افغانستان یا تاریخ جهان بیشتر عالقه دارند‬
‫‪ )30‬معلم به ما اجازه نمیدهد تا جوابات را تشریح نماییم زیرا ممکن است اشتباه کنیم‬
‫‪ )31‬معلم از ما توقع دارد تا تاریخ را به حافظه بسپاریم نسبت به اینکه یاد بگیریم‬

‫‪40‬‬
‫بسیار زیاد مهم‬
‫نسبتا مهم است‬
‫است‬
‫هـ‪ :‬میتود حل مسئله‬
‫ط‪:‬‬
‫تقریبا در هر درس‬
‫اغلب موارد‬
‫اندکی مهم است‬
‫‪ )32‬لطفا بیان دارید که تا چه حد عوامل ذیل مهم هستند وقتی شما منحیث یک شاگرد می خواهید معلمتان‬
‫درس خود را پالن نماید؟ (مهم نیست‪ ،‬اندکی مهم است‪ ،‬نسبتا مهم است‪ ،‬بسیار زیاد مهم است)‬
‫مهم نیست‬
‫الف‪ :‬توانایی فردی ام‬
‫ب‪ :‬کتاب درسی‬
‫ج‪ :‬توصیه های عمومی یا رهنمایی برای موضوع‬
‫د‪ :‬طرح و برنامه های محلی‬
‫هـ‪ :‬تقاضای من‬
‫و‪ :‬عالقه فردی خود استاد‬
‫ز‪ :‬تجربه از دروس قبلی‬
‫ح‪ :‬تحقیق‬
‫ط‪ :‬همکاری استاد با سایر همکاران‬
‫‪ )33‬به نظر شما بهترین شیوه تدریس تاریخ در مکاتب چیست؟‬
‫د‪ :‬لکچر□‬
‫الف‪ :‬فعالیت گروپی □ ب‪ :‬فعالیت جوره ای □ ج‪ :‬بحت در صنف □‬
‫□ و‪ :‬تشریحی □ ز‪ :‬میتود پرسش و پاسخ □ ح‪ :‬استفاده از تمام موارد ذکر شده نظر به شرایط □‬
‫سایرموارد (لطفا بیان دارید) ‪.................................................‬‬
‫لطفا بیان دارید که چندوقت یکبار عوامل ذیل در صنف شما اتفاق می افتد زمانی که شما‬
‫مضمون تاریخ را میخوانید ( لطف نموده در هر ردیف فقط یک گزینه را انتخاب نمائید‪ ،‬لغات کلیدی عبارتند‬
‫به هیچ وجه‬
‫از به هیچ وجه‪ ،‬ندرتا‪ ،‬اغلب موارد و تقریبا در هر درس)‬
‫ندرتا‬
‫‪ )34‬یک شخص متخصص در کالس درسی ما برای لکچردر مورد مطلب خاص دعوت میگردد‬
‫‪ )35‬من تشویق میگردم برای مطالعه و تحقیق با استفاده از مجالت و روزنامه یا کتابها‬
‫‪ )36‬ما اغلبا فیلم ها و پروگرام های مناسب تلویزیونی را مشاهده میکنیم‬
‫‪ )37‬ما اغلبا از تصاویر و اشیاء مناسب در صنف درسی کار می گیریم‬
‫‪ )38‬استادم شاگردان را در گروپ همراه کسانی که بیشتر به این مضمون عالقه مندی دارند یکجا مینماید‬
‫‪ )39‬برای تشویق شاگردان بی عالقه استاد آنها را بیشتر در فعالیت های صنفی سهیم میسازد تا نشان دهد تا‬
‫چه حد فعالیت های آنها مهم است‬
‫‪ )40‬من بر این عقیده هستم که تحقیق و تالش نمودن از وظایف خودم میباشد برای یادگیری تاریخ‬
‫‪ )41‬من اغلبا همراه دوستانم در صنف درسی همکاری دارم و ما از یکدیگر می آموزیم‬
‫‪ )42‬من فکر میکنم که کتاب درسی به سادگی قابل فهم است بخاطریکه استادم آن را به شکل درست سازمان‬
‫داده و به ما پیشکش میکند (تدریس مینماید)‬
‫‪ )43‬عالقه مندی من باالی فعالیت های استادم در صنف درسی تاثیر دارد مانند انتخاب مواد مطالعه‪ ،‬تعیین‬
‫اهداف و غیره‬
‫‪ )44‬من از روشهای تدریس که توسط معلم انتخاب میگردد آگاهی دارم و میتوانم فعالیت های خویش را‬
‫مقایسه نمایم‬
‫‪ )45‬ما اغلبا بیرون از صنف میرویم تا مکان های تاریخی را مشاهده کنیم و به صورت عملی بیاموزیم‬
‫‪ )46‬معلم ما برای فعالیت های شاگردان و تحقیق آنها سهولت ها را فراهم میکند‬
‫‪ )47‬معلم ما در مضمون تاریخ مهمترین حادثات و رویدادها را برای تدریس انتخاب میکند‬
‫‪ )48‬استادم ما را تشویق مینماید تا موضوعات تاریخی را در صنف به صورت انتقادی مورد بحث قرار دهیم‬
‫‪41‬‬
42