History Teaching in the university context is a completely unexplored field of research in Italy and for a large part also in those countries that can boast more solid traditions of studies in this ...research area. This is caused by the shared idea that the academic context is always a guarantee of a high quality of teaching. This work reverses this thesis and therefore aims to deeply investigate the teaching and learning of History to understand its effectiveness; in other words, this means understand whether and how the university can lead students to the development of Historical Thinking, i.e. the most important of the educational objectives concerning History. Through the comparison between Italy and Spain (one of the most advanced country in this research area), the use of a large variety of sources (including specific surveys) and a wide recognition of the Didactics of History as a discipline (with reference to its most important debate on Historical Thinking), the result is a first attempt to identify and analyze the original characteristics and critical issues of History in the higher education system which focuses on the most relevant disciplinary traditions, practices and teaching tools, and also on the complex relationship of academic History with school, publishing industry and digital.
This paper describes how the curriculum Reading like a historian, endorsed by the Stanford History Education Group, was used in the first two years of an Italian high school. It is an innovative ...study program, as it is based on an active approach to learning and aimed at developing some important skills that are typical of the work of the professional historian: in particular, the program focuses on the construction of answers to questions of investigation based on a critical analysis of the sources and their corroboration. Adopting this curriculum of studies in the Italian context necessarily stimulates the teacher to critically rethink the use of the history manual and the organization itself of its teaching.
History as a discipline is called to face the progressive erosion of its value within contemporary society. In order to achieve this goal, history must adapt itself to the rapid evolution of the ...media. Also, Didactics of History needs to change and to answer multiple questions: How has the relationship with the present changed today, especially for young people? What are the new and old forms of communication that can integrate Didactics of History? Which kind of sources and themes can help to adapt Didactics of History to nowadays challenges? This essay tries to answer these questions through a critical reading of the papers submitted to the panel Narrare e Comunicare at the conference Viva la storia Viva. La storia è il faro dell’umanità.
The survival of Francoism continues in the political, social and media debate in Spain. The study shows the importance that the younger generations attach to the dictatorship, but at the same time ...they recognize that their training is deficient. In this methodologically quantitative research, the level of knowledge of first-year students about the dictatorship, the training received and the interest of this group regarding the Franco regime are correlated, based on the popularity that the subject acquires in the political-social debate today.
"Men are not islands: the sources tell" is a verification of history open to the public through the critical reading and theatrical reinterpretation of seven sources on confinement, taken from the ...text by Anna Foa (2018), «Going to places of confinement», Il Mulino. Through research and comparison of sources with other sources, the students associated moments and feelings of history that every human being has gone through, including them. The result was a theatrical text, written and staged by the pupils as a succession of seven historical pictures. From the historiographical reflection, the students went through significant moments of the Twentieth Century, implementing disciplinary skills ("use and organization of sources of different types", as per "National Indications") and "soft skills" (empathy, cooperation, problem solving). A Socratic experience with "Didactics in action" and at the same time a laboratory of active citizenship through a multi-pedagogical approach.
The disparity of the situations relating to the teaching of history and the persistent prevalence of transmission and unidirectional methods, a wide-ranging comparison is necessary to propose ...purposes, methods and tools that can characterize an effective teaching of history. In this regard, we intend to distinguish the complex of teaching practices from the actual teaching that involves the conscious adoption of aims and planned paths.
The article presents the Manifesto on the Didactics of History promoted by the International Center for Didactics of History and Heritage - DiPaSt of the Department of Educational Sciences “Giovanni ...Maria Bertin” of the University of Bologna, organizer of the International Conference “Horizons of Didactics of History”, held on 6th and 7 th November 2019, as part of the XVI edition of the “International Feast of History”. The Congress was an opportunity for discussion on research in the field of history teaching, still too little practiced with respect to the European context, and on the teaching and learning experiences of the discipline. The Manifesto notes the essential methods and steps that every path of history teaching must summarize.
Analysis of the history of the Risorgimento in the school curricula from 1923 to 2004. The changing space and the different definitions used testify to the different role that the narration of the ...national history had in the different political and cultural seasons.
Resumo No presente artigo, defendemos o argumento segundo o qual a teoria da história possui funções e significados próprios, desempenhando um papel fundamental para a formação de historiadores e ...historiadoras. Opomo-nos ao dualismo entre teoria e prática, ainda presente em muitos currículos universitários, na medida em que entendemos que a teoria da história, como disciplina curricular, concentra sua atenção nos marcos de orientação inerentes aos processos reconstrutivos, elevando ao nível da consciência aquilo que só é percebido pelos discentes, na maioria das vezes, de forma intuitiva. Em defesa desse argumento, investigamos inicialmente o processo de formação da área de teoria da história no Brasil. Em seguida, procuramos mobilizar argumentos da teoria do currículo para analisar os projetos pedagógicos de uma dezena de cursos de graduação no Brasil, com o objetivo de compreender criticamente a relação entre a disciplina de teoria da história e os demais componentes curriculares. Por fim, propomos certas articulações entre teoria e ensino de história pela via da didática da história, com vistas a obter um ganho de orientação cultural.
Abstract Thisarticle argues that the theory of history holds inherent functions and meanings and plays a fundamental role in the formation of historians. We reject the dualism between theory and practice that persists in many university curricula. The academic discipline of the theory of history can be conceived of as focusing on the guiding factors inherent in reconstructive processes, raising to the level of consciousness what students often perceive only intuitively. To support our argument, we first investigate the formation process of the theory of history field in Brazil. Next, using the theory of curriculum, we analyze the pedagogical projects of a dozen undergraduate courses in Brazil, aiming to understand the relationship between the theory of history discipline and other curricular components. Finally, we propose linking theory and the teaching of history through the didactics of history to obtain a gain of cultural orientation.
The objective of this work is to analyze the memories of future teachers on their conception of heritage and on the teaching methods linked to it used by professors during secondary school. Through a ...survey-based exploratory research involving 167 university students enrolled in the Master's Degree in Primary Education Sciences and the administration of a questionnaire, it was possible to identify bivalent opinions: on the one hand, the interviewees recognize a significant asset to the heritage educational value, on the other hand, they have had to deal with a didactics that has left little room for heritage in the classrooms.
