While teaching in history classrooms has begun to step out of the past, a survey focused on young people's experiences learning history in schools suggests there are still aspects that are slower to change.
A team of researchers led by University of Alberta education professor Carla Peck conducted the National Youth Survey the first of its kind in more than 55 years which saw more than 2,000 youth aged 10-18 respond to the online survey designed by members of the Thinking Historically for Canada's Future research partnership and carried out by Leger Marketing.
The research team reported 75% of respondents agreed or strongly agreed with the statement, "It is important to learn about the past." Students in secondary school rated the importance of learning about the past slightly higher than their younger peers.
However, only 55% of young people agreed or strongly agreed with the statement, "I like learning history in school." Students in secondary school showed a slight preference for learning history compared to elementary and junior high school students.
For those who disagreed with the statement "I like learning history in school" 17% of respondents the most frequent explanation was that the subject is "boring."
Of the learning activities students report doing in class, the most common include listening to the teacher describe and explain past events (78%); reading and answering questions from the textbook (58%); discussing topics with the whole class (55%); writing notes from the board or from slides (53%), studying and practicing for tests and exams (46%), talking about how the past connects to current events (46%), and discussing topics with their classmates (45%).
"Looking at these results, it is not surprising that many students were not enthusiastic about learning history in school, despite the fact that they view learning about the past as important," said Peck. "Most of these activities would fall into what are commonly referred to as traditional' teaching practices, which are likely familiar to many adults who attended school long ago."
The survey also found that nearly three-quarters of students have acquired some knowledge of Indigenous histories in school. Students aged 15-18 years tend to have more extensive knowledge, particularly regarding colonialism in Canada and its ongoing impact, Treaties, and Indigenous protest movements.
"We see these results as indicative that such efforts are bearing fruit, although there is always more work that can be done on these important initiatives," said Peck.
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