Learning Context Effects on High School Student History Awareness: A Case Study of X High School, Which Offers Classes for Various Career Paths

Abstract

　　This study investigated and analyzed the influence of learning contexts on high school students’attitudes toward history classes, using X school as a case study, which has classes focused on various career paths, from which several recommendations for improving history classes were determined.

　　The students stated that regardless of the learning context, the purposes for learning history were knowledge and culture, learning from the lessons of history, and current understanding. When asked about the classes delivered by history teachers, the students emphasized textbook-based learning regardless of the learning context. The learning context differences were also identified as preparation for entrance and employment exams.

　　The survey results indicated that the students were more interested in learning content when the purpose for learning history and the lessons they wanted from their history teacher were consistent and were less interested in the learning content when these requirements were not met. Therefore, classes that both allow students to understand the purpose of learning history and address their expectations of the history teachers could increase their interest in learning history. By referring to developed history lesson models, suggestions are also given as to the kinds of history lessons that can meet student needs in the various learning contexts.