Exams should not only be output-oriented, but also focus on learning processes. They should not primarily focus on deficits, but rather support the students.
History teachers should consider how they want to assess the learning success of students right at the beginning of their planning work.
The post Simple Examination Tasks Instead of Complicated Tests! appeared first on Public History Weekly.
When working on the core concepts of history didactics in an intercultural perspective, a comprehensive typology is needed.
Before encountering formal history education in school, pupils begin to develop their own ideas and preconceptions of history. Many of these are shaped by representations of history in pop culture.
The modern consensus is that historical learning – in addition to historical content – must take greater account of learners with their individual experiences and knowledge: the so called subject orientation.
It often remains unclear in how far conflicting demands are made when it comes to historical learning. This article argues that it is helpful to describe historical learning as a trilemma.
The post The Tension Between Historical Thinking and Historical Culture appeared first on Public History Weekly.
At first glance, the term "subject orientation" seems to be nothing more than an exaggerated paraphrase of the didactic principle of "addressee orientation".
History didactics can be distinguished into three different periods in the 20th century. Historical Consciousness as one of its elements has long before been focused on the consumer.
At first glance, “lifeworld” seems to play an important role in history didactics. But what is lifeworld and is the term itself even relevant today?
Some years have passed since the appearance of the Historical and Cultural Standard (ИКС) for teaching Russian history. It has significantly changed the...
The post “Chronological Frameworks”, New History Strategy? (ИКС) appeared first on Public History Weekly.