Fact Check: Investigating historical distortions in educational learning sources

Abstract

With the convenience of communicating and obtaining information facilitated by social media and online information and even in some physical resources, there is also a prevalence of historical distortion. For this reason, we are now in the age of disinformation. This study aims to investigate the historical distortions in educational learning sources as perceived by the social science teachers, including the circumstances where it existed and the impact of this phenomenon to the instructional approaches. The research was conducted using a series of one-on-one semi-structured interviews to the four participants. The findings reveal that teachers have different perceptions on historical distortion, have encountered it in physical and virtual learning references that impact the instructional approach in teaching history to students. Hence, when sharing and reading information, both teachers and students should think critically and fact check the data before accepting the concepts and idea to protect the historical integrity of our country.