Abstract:
The study examined how the approved History of Ghana textbooks for primary
schools reflect four key historical thinking concepts. Purposive and simple
random sampling techniques were used to select 12 History of Ghana learners’
textbooks. A thematic analysis matrix adapted from historical thinking
frameworks was used in collecting data from the sampled History of Ghana
textbooks. The contents of the History of Ghana textbooks were analysed based
on text and visuals (illustrations). The results were presented in descriptive
statistics such as means, standard deviations, frequencies and percentages. The
results revealed that approved History of Ghana textbooks fairly reflected
historical significance, continuity and change, and contextualisation in history.
It was, however, revealed that the concept of chronology was not adequately
reflected in the textbooks. As a recommendation, publishers and authors of
History of Ghana textbooks should maintain and improve contents to reflect
historical significance, change and continuity, and contextualisation in history
when new editions are considered. Publishers and authors should critically focus
on including contents that will help learners understand the element of
chronology in history.
