The paper explores the answer formulated by Romanian High School students to a questionnaire aimed at the interest in studying History. The instrument was developed within the framework of a European research, co-ordinated by the Groningen University, and which includes five countries. We analyzed the answers of the Romanian students starting from the working hypothesis that a potential corelation between the answers and the training profile of the specific High School in which they learn (in our case, theoretical and vocational) can be identified. Starting from the initial research instrument, students' answers were organized in 8 categories within three clusters, organized around their perception of the utility and interest of studying History for their professional life, for general learning, and for their personal development. In more technical terms, three testlets were developed in order to better pinpoint their attitudes towards History as a subject. The comparative analysis is useful in the context of the debate concerning the training profiles provided by High Schools (as specific stage in their compulsory education), and over the ways in which the History curriculum might be better developed. The null hypothesis, that is, there are no significant differences within the target group, will enable a debate concerning the relevance of training profiles for High Schools in relation to student motivation.
|Status||Published - 4-nov.-2016|
|Evenement||Edu World 2016 - University of Pitesti, Pitesti, Romania|
Duur: 4-nov.-2016 → 5-nov.-2016
|Conference||Edu World 2016|
|Periode||04/11/2016 → 05/11/2016|