The document discusses historical research as a systematic method to uncover, evaluate, and synthesize evidence about past events. It emphasizes the importance of distinguishing between primary and secondary sources, outlines the steps involved in conducting historical research, and highlights its significance in education by addressing contemporary problems and understanding past theories and practices. Additionally, it recognizes potential challenges and criticisms in the process of historical inquiry.

2. RELATED TERMS
HISTORY
Meaningful record of human achievement
RESEARCH
Formal, systematic application of scientific method to
the study of problems
(Gay and Mills)

3. HISTORICAL RESEARCH
 Historical research is a procedure
supplementary to observation in which the
researcher seeks to test the authenticity of
the reports or observation made by others.
 Historical research involving analysis of
events that occurred in the remote or recent
past.

4. CON……..
 Historical research has been defined as the
systematic and objective location, evaluation
and synthesis of evidence in order to
establish facts and draw conclusions about
past events.
 It involves a critical inquiry of a previous age
with the aim of reconstructing a faithful
representation of the past.

5. EXAMPLE
 How does a philosophy and religion shape a
society.
Research question
 What impact did Buddhism, Christinity,
Hindoism,etc on the society.
 How was a religion text(Quran, Bible) is used to
justify power ,change etc.
 What were the causes or impacts of the spread of
political philosophy.
 How did a religion get adopted or change as it

6. CHARACTERISTICS OF HISTORICAL RESEARCH
 It is not a mere accumulation of facts and
data
 It is a flowing, vibrant report of past events
 Collecting and reading the research material
 It deals with discovery of data
 It is analytical in that it uses logical
induction.
 It has a variety of f foci such as issues,
events, movement, concept.

7. TYPES OF HISTORICAL RESEARCH
 Social issues
 Study of specific individuals, educational institutions &
social movements
 Exploration of relationships between events
 Synthesis of data
 Reinterpretation of past events .

8. PURPOSES OF HISTORICAL RESEARCH
1.To solve contemporary problems.
2. Learn from past failures and success .
3. Make prediction.
4. To re-evaluate data in relation to selected
hypotheses, theories and generalizations
5. To understand how and why educational theories
and
practices developed.

9. STEPS OF HISTORICAL RESEARCH
Identify the research topic
Formulate the research problem or
question.
Data collection or literature review
Evaluation of materials
Data synthesis
Report preparation or preparation of the
narrative exposition

10. WHY WOULD A PERSON WANT TO CONDUCT
HISTORICAL RESEARCH?
Historical research is conducted to
 uncover the unknown
 answer questions
 relationship that the past has to the present
 record and evaluate accomplishments of
individuals, agencies, or institutions.
 aid in understanding the culture in which we
live.

11. WHAT TYPE OF INFORMATION IS USED WHEN
CONDUCTING A HISTORICAL RESEARCH
STUDY?
 Documents
 Records
 Photographs
 Relics
 Interviews.

12. SOURCES OF DATA
These sources are broadly classified into two types:
Secondary
Sources
Primary
Sources

13. Secondary Sources:
 Text Book
 Encyclopedia
 Biography
 Periodicals
 Other reference
Primary sources :
 Documents
 Numerical records
 Oral statement
 Relics and Remains
 Artifacts

14. DIFFERENCES BETWEEN PRIMARY AND
SECONDARY RESOURCES
1) A primary source is an original, first hand
record or account or artifact that has survived
from the past.
A secondary source is an account of the past
created after the event or created from
primary sources.
2) It has direct involvement with the event
being investigated
2) It has not direct involvement with the event
being investigated
3) For having direct physical relationship the
possibility of error is very little.
3)It is very possible that
secondary sources contain errors due to
passing of information from
one source to another.
4) Primary sources has no dependency on
secondary resources .
4) Secondary sources are totally dependent
upon primary sources .
5) Researchers are reliable on primary sources. 5) Researchers do not rely on secondary
sources.

15. EXAMPLE
Diplomas, cartoons, diaries, memoirs,
newspapers, photos, yearbooks, memos,
periodicals, reports, files, attendance records,
census reports, budgets, maps, and tests
articles of clothing, buildings, books,
architectural plans, desks, or any other object
that might provide useful information about the
past.

16. KEY DATA COLLECTION TECHNIQUES
 Surveys
 Questionnaire
 Panel questionnaire designs
 Interviews
 Experimental treatments

17. SCOPES OF HISTORICAL RESEARCH IN
EDUCATION
 General educational history of specific
periods
 History of national education policies.
 History of the role of the teacher.
 History of specific types of education

18. CON…
 History of specific components of
education
 History of admission processes in
professional
 Historical biographies of major
contributors to education
 Comparative history of education
 Historical study of the system

19. CON…
 History of teacher education.
 History of educational administration,
finance, legislation, planning.
 Historical study of the relationship between
politics and education.

20. PROBLEMS AND WEAKNESS TO BE AVOIDED IN
HISTORICAL RESEARCH
 The researcher needs to synthesize facts
into meaningful chronological patterns.
 The researcher needs to be aware of his/her
own personal values.
 Adequate criticism of sources of historical
data is essential.

21. HOW CAN HISTORICAL RESEARCH TELLS US ANYTHING
ABOUT THE PRESENT
 Historical research can show patterns
 Understanding this can add perspective on
how we examine current events and
educational practices.
 It can also show us that we do not need to
continually reinvent the wheel because we
should always start with what history tells us.

22. IMPORTANCE 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.

23. CRITICISM
(i) External Criticism of Data
ii) Internal Criticism of Data

24. MODEL OF HISTORICAL RESEARCH
1.Research Topic : Education during the first half of the
fifteen century.
2.Research Question.
3.Data Collection.
4.Evaluation.
5.Data Synthesis.
6.Report Preparation.

25. WITH THEIR BEST COOPERATION
1. Md. shamim Hossain- 11130
2. Tahmina Nasrin- 11139
3. Harun or Rashid- 11140
4. Abdul Mazid- 11144
5. Tanvira Tasneem- 11152
6. S.M Saiduzzaman- 11174
7. Lucky Das- 11184
8. Nazmun Nahar Nazneen-11202
9. Nazmul Chokder-11203
10. Md. Jasim Uddin- 11131

26. ANY QUERY
Thanks Everybody