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historica research

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Nighat Shaheen

This document discusses historical research. It defines historical research as the systematic collection and evaluation of data to understand and describe past events without manipulation. The purpose is to learn from history in order to improve present and future situations. Historical research involves defining a problem, gathering primary and secondary sources, evaluating the sources through external and internal criticism, and presenting and interpreting the information found. It is important for understanding how education developed but has limitations due to lack of control compared to other research methods.

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Historical Research Presented by, Nighat Shaheen M.Phil, 1st semester
historica research
What is History? ? According to earliest definition of Aristotle ¡°history is an account of the unchanging past¡±. ? Meaningful record of human achievement. ? It is an umbrella term that relates to past events as well as the memory, discovery, collection, organization, presentation, and interpretation of information about these events.
What is Historical Research? ? Systematic collection and evaluation of data to describe, explain, and thereby understand actions or events that occurred sometime in the past. ? No manipulation. ? Focuses primarily on the PAST. ? It involves a critical inquiry of a previous age with the aim of reconstructing a faithful representation of the past.
Cont¡­¡­ ? ¡°Historical research is a systematic collection and objective evaluation of data related to past occurrences in order to test hypotheses concerning causes, effects, or trends of these events that may help to explain present events and anticipate future events¡±. (Gay, 1996)
Purpose of Historical Research ? To make people aware of what has happened in the past so they may learn from past failures and successes. ? To learn how things were done in the past to see if they might be applicable to present-day problems and concerns. ? To test hypothesis concerning relationships or trends ? To assist in prediction. ? To understand present educational practices and policies more fully. ? To understand how and why educational theories and practices developed.
Steps involve in Historical Research ? Defining the problem ? Gathering of source material ? Evaluation of data ? Presenting and interpreting the information.
1. Defining the Problem ? To describe clearly and accurately some aspect of the past as it related to education /or schooling. ? Take a look one by one at the important motives or reasons which caused to doubt or to get interested about certain gaps in knowledge in relation to a past event or experience. ? Comparison of events in different periods, different societies, or different civilizations. ? It is better to study in depth a well-defined problem that is perhaps more narrow than one would like than to pursue a more broadly stated problem that cannot be sharply defined or fully resolved
2. Gathering of Source Materials Documents ? written or printed materials that have been produced in some form or another ? may be published or unpublished ? may be intended for private or public consumption ? may be original works or copies ? artwork, bills, books, cartoons, circulars, court records, diaries, diplomas, legal records, newspapers, magazines, notebooks, school books, memos, tests, and so on.
Cont¡­ Numerical Records ? Any type of numerical data in printed form Example: ? test scores, attendance figures, census reports, school budgets, etc.
Cont¡­ Oral Statements ? Forms of oral expression have been used by people through the ages to leave a record for future generation ? stories, myths, tales, legends, chants, songs Records and Relics ? Any object whose physical or visual characteristics can provide some information. ? furniture, artwork, clothing, buildings, monuments, or equipment.
Classification of Historical Sources Secondary Sources Primary Sources A source prepared by an individual who was participant in or a direct witness to the event that is being described. Examples 1. A photograph of convocation ceremony of 1984. 2. Minutes of a school board meeting in 1980, taken by secretary of the board. 3. An essay written during World War 2 by students. Secondary Sources A document prepared by an individual who want a direct witness to an event but obtained description of the event from someone else. Examples 1. A magazine article summarizing Aristotle's views on education. 2. A book describing schooling in England during 1700s. 3. A textbook on educational research.
3. Evaluation of data: External Criticism Refers to the genuine of the documents a researcher uses in a historical study. Has to do with the authenticity of a document ? Who wrote this document? ? For what purpose was the document written? ? When was the document written? ? Is the date on the document accurate? ? Where was the document written? ? Do different forms or versions of the document exist? Internal Criticism Refer to the accuracy of the contents of a document. Internal criticism has to do with what the document says. Was the author present at the event he or she is describing? ? Was the author a participant in or an observer of the event? ? Was the author competent to describe the event? ? Does the language of the document suggest a bias of any sort? ? Do other version of the event exist?
4. Presenting and interpreting the information ? Effective historical writing ? Working Outline guide the selection and arrangement of notes ? Progression should employ a thesis as a theory of causation to explain cause and effect relationships (Good and Scates, 1972) ? Emphasis on Major Elements ? Dramatization, Rhetoric and Style Should possess the characteristics of a good story
Strengths of Historical Research ? It is the only research method that can be study evidence from the past. ? It can make use of a wider range of evidence than most other methods. ? provides an alternative and perhaps richer source of information on topics that can also be studied with other methodologies.
Limitations of Historical Research ? the measures used in other methods of control for threats of internal validity are simple not possible in historical study. ? The possibility of bias. ? Requires much more than digging up good material. ? Historical research can only give a fractional view of the past
Importance of historical research in the field of education ? It enables educationists to find out solutions to temporary problems which have their roots in the past. ? It throws light on present trends and can help in predicting future trends. ? It enables a researcher to re-evaluate data in relation to select hypothesis, theories and generalizations that are presently held about the past. ? It enables us to understand how and why educational theories and practices developed.
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historica research

  • 1. Historical Research Presented by, Nighat Shaheen M.Phil, 1st semester
  • 3. What is History? ? According to earliest definition of Aristotle ¡°history is an account of the unchanging past¡±. ? Meaningful record of human achievement. ? It is an umbrella term that relates to past events as well as the memory, discovery, collection, organization, presentation, and interpretation of information about these events.
  • 4. What is Historical Research? ? Systematic collection and evaluation of data to describe, explain, and thereby understand actions or events that occurred sometime in the past. ? No manipulation. ? Focuses primarily on the PAST. ? It involves a critical inquiry of a previous age with the aim of reconstructing a faithful representation of the past.
  • 5. Cont¡­¡­ ? ¡°Historical research is a systematic collection and objective evaluation of data related to past occurrences in order to test hypotheses concerning causes, effects, or trends of these events that may help to explain present events and anticipate future events¡±. (Gay, 1996)
  • 6. Purpose of Historical Research ? To make people aware of what has happened in the past so they may learn from past failures and successes. ? To learn how things were done in the past to see if they might be applicable to present-day problems and concerns. ? To test hypothesis concerning relationships or trends ? To assist in prediction. ? To understand present educational practices and policies more fully. ? To understand how and why educational theories and practices developed.
  • 7. Steps involve in Historical Research ? Defining the problem ? Gathering of source material ? Evaluation of data ? Presenting and interpreting the information.
  • 8. 1. Defining the Problem ? To describe clearly and accurately some aspect of the past as it related to education /or schooling. ? Take a look one by one at the important motives or reasons which caused to doubt or to get interested about certain gaps in knowledge in relation to a past event or experience. ? Comparison of events in different periods, different societies, or different civilizations. ? It is better to study in depth a well-defined problem that is perhaps more narrow than one would like than to pursue a more broadly stated problem that cannot be sharply defined or fully resolved
  • 9. 2. Gathering of Source Materials Documents ? written or printed materials that have been produced in some form or another ? may be published or unpublished ? may be intended for private or public consumption ? may be original works or copies ? artwork, bills, books, cartoons, circulars, court records, diaries, diplomas, legal records, newspapers, magazines, notebooks, school books, memos, tests, and so on.
  • 10. Cont¡­ Numerical Records ? Any type of numerical data in printed form Example: ? test scores, attendance figures, census reports, school budgets, etc.
  • 11. Cont¡­ Oral Statements ? Forms of oral expression have been used by people through the ages to leave a record for future generation ? stories, myths, tales, legends, chants, songs Records and Relics ? Any object whose physical or visual characteristics can provide some information. ? furniture, artwork, clothing, buildings, monuments, or equipment.
  • 12. Classification of Historical Sources Secondary Sources Primary Sources A source prepared by an individual who was participant in or a direct witness to the event that is being described. Examples 1. A photograph of convocation ceremony of 1984. 2. Minutes of a school board meeting in 1980, taken by secretary of the board. 3. An essay written during World War 2 by students. Secondary Sources A document prepared by an individual who want a direct witness to an event but obtained description of the event from someone else. Examples 1. A magazine article summarizing Aristotle's views on education. 2. A book describing schooling in England during 1700s. 3. A textbook on educational research.
  • 13. 3. Evaluation of data: External Criticism Refers to the genuine of the documents a researcher uses in a historical study. Has to do with the authenticity of a document ? Who wrote this document? ? For what purpose was the document written? ? When was the document written? ? Is the date on the document accurate? ? Where was the document written? ? Do different forms or versions of the document exist? Internal Criticism Refer to the accuracy of the contents of a document. Internal criticism has to do with what the document says. Was the author present at the event he or she is describing? ? Was the author a participant in or an observer of the event? ? Was the author competent to describe the event? ? Does the language of the document suggest a bias of any sort? ? Do other version of the event exist?
  • 14. 4. Presenting and interpreting the information ? Effective historical writing ? Working Outline guide the selection and arrangement of notes ? Progression should employ a thesis as a theory of causation to explain cause and effect relationships (Good and Scates, 1972) ? Emphasis on Major Elements ? Dramatization, Rhetoric and Style Should possess the characteristics of a good story
  • 15. Strengths of Historical Research ? It is the only research method that can be study evidence from the past. ? It can make use of a wider range of evidence than most other methods. ? provides an alternative and perhaps richer source of information on topics that can also be studied with other methodologies.
  • 16. Limitations of Historical Research ? the measures used in other methods of control for threats of internal validity are simple not possible in historical study. ? The possibility of bias. ? Requires much more than digging up good material. ? Historical research can only give a fractional view of the past
  • 17. Importance of historical research in the field of education ? It enables educationists to find out solutions to temporary problems which have their roots in the past. ? It throws light on present trends and can help in predicting future trends. ? It enables a researcher to re-evaluate data in relation to select hypothesis, theories and generalizations that are presently held about the past. ? It enables us to understand how and why educational theories and practices developed.