Lessons from History: Teacher and Student Conceptions of the Meaning of History

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Abstract
The central purpose of this investigation is to describe and analyze teacher and student conceptions of the meaning of history. The study explores factors which shape conceptions of the meaning of history and the relationship among teacher conceptions, the curriculum, and student conceptions. Data collection included interviews and observation in three sites. Data were analyzed by categories of informants (e.g. teachers and students) using content analysis. Patterns and themes which emerged were compared across these two groups. Results suggest that for these informants, teacher conceptions varied; student conceptions were poorly formed; teacher conceptions shaped the transmitted curriculum; and, student conceptions were influenced by their teacher's conceptions. These findings imply that teachers could devote more explicit attention to the lessons of history, and that more research is needed to clarify conceptions of the meaning of history and their impact on the educative process.

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