Unit:
Κατεύθυνση Εκπαιδευτικός Σχεδιασμός και ΔιδασκαλίαLibrary of the School of Philosophy
Supervisors info:
Μαμούρα Μαρία: Εντεταλμένη Διδάσκουσα και Διδάκτωρ Παιδαγωγικής του Τμήματος ΦΠΨ, ΕΚΠΑ
Φρυδάκη Ευαγγελία: Καθηγήτρια του Τμήματος ΦΠΨ, ΕΚΠΑ
Μηλίγκου Ευανθία- Έλλη: Επίκουρη Καθηγήτρια του Τμήματος ΦΠΨ, ΕΚΠΑ
Original Title:
Οι ανταποκρίσεις των μαθητών Γυμνασίου από τη διδακτική αξιοποίηση της πολυπρισματικής προσέγγισης στο μάθημα της Ιστορίας
Translated title:
The students' responses of a Junior High School from the didactic use of the multiperspective approach in the subject of History
Summary:
Several scholars who have been associated with the teaching of history have indicated that the didactic use of the multiperspective approach can contribute to the understanding and interpretation of historical events by students, the cultivation of historical thinking and the formation of democratic attitudes, as matter of fact safeguarding world peace. On this basis, the present study aimed to investigate the responsiveness of students during teaching in which the multiperspective approach was utilized and to evaluate its contribution to the learning process.
Therefore, a qualitative research was carried out during which research data were collected from three teaching investigations in the 9th grade class of an Experimental Junior High School of Athens. The research tools that were applied to collect the research data were the participatory observation which provided field notes and the historical essays which were composed by the students immediately after the completion of each teaching.
Based on the students’ oral and written answers, it emerged that the didactic use of the multiperspective approach contributed to the students’ understanding of the historical events in essence and in depth, but also to interpret them from different perspectives. Furthermore, it was observed that the students adopted the multiperspective approach in their historical narratives in order to present with neutrality and impartiality the multidimentional reality of historical events. Finally, the research findings indicated that the teaching interventions contributed to the gradual development of students’ historical thinking as they endeavored to interpret historical developments and choices based on historical context, they became acquainted with the practices of evaluating the reliability of historical sources in which they assessed the historical changes that caused the historical events.
In conclusion, the students were able to successfully respond to the teaching that took place, even expressing interesting opinions regarding the multiperspectivity and the nature of historical science. The positive outcome of the study that was obtained are considered to have additionally impacted to other teaching techniques including the use of mental chart, which benefited students to understand the multiperspectivity of historical developments to classify the information was gathered from historical sources and to utilize them by composing a multiperspective and documented historical narrative.
Main subject category:
Education - Sport science
Keywords:
multiperspective approach, multiperspectivity, student responses, historical thinking.
Number of references:
143
