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Students’ and teachers’ beliefs about historical empathy in secondary history education
Theory and Research in Social Education ( IF 3.256 ) Pub Date : 2020-08-19 , DOI: 10.1080/00933104.2020.1808131
Hanneke Bartelds 1 , Geerte M. Savenije 1 , Carla van Boxtel 1
Affiliation  

ABSTRACT

Teachers’ beliefs about skills play a significant role in how they teach those skills. Similarly, students’ mastery of a skill is influenced by their ideas about its value and what the performance of the skill exactly entails. In this study, 10 history teachers and 17 students in secondary school (age 16–17) were interviewed about their beliefs about historical empathy, objectives, and teaching strategies. The results show that the participants primarily saw historical empathy as a skill that can be learned. As main elements of historical empathy, they named contextualization, awareness of their own positionality, personal connection, and historical imagination. Inviting an eyewitness, visiting a historic site, and classroom discussions were considered particularly effective teaching strategies. Most teachers reported that they did not provide explicit instruction. Most teachers and students connected historical empathy to empathy in daily life. Extending this connection could be a significant way to work on citizenship competences.



中文翻译:

中学历史教育中学生和教师关于历史移情的信念

摘要

教师对技能的信念在他们教授这些技能方面起着重要作用。同样,学生对一项技能的掌握程度也受其关于其价值和技能表现的观念的影响。在这项研究中,采访了10名历史老师和17名中学学生(16-17岁),了解他们对历史同理心,目标和教学策略的看法。结果表明,参与者主要将历史移情视为一种可以学习的技能。作为历史移情的主要元素,他们将语境化,对自己的位置,个人关系和历史想象力的认识命名为。吸引目击者,参观历史古迹和课堂讨论被认为是特别有效的教学策略。大多数老师报告说他们没有提供明确的指导。大多数师生将历史同理与日常生活中的同理联系起来。扩展这种联系可能是提高公民能力的一种重要方法。

更新日期:2020-08-19
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