The Covid-19 pandemic has highlighted the need of several changes within the field of History Education.
Firstly, the need of a methodological change that integrates active learning methods, digital resources and emerging technologies in order to attend the non-presential lessons for the students. Traditionally, history in Secondary Education has conformed a space in which the most successful students adopt the forms to read, memorize, think and write as required by the teacher (Nokes, 2017). In opposition to this traditional way, there is an alternative model which aims at making students able to interpret and use the information. This model considers knowledge as a construction shaped by an interdisciplinary approach and real social problems. Active-learning methods and digital resources play a fundamental role in this change within this globalized and hyper-connected 21st century society.
Secondly, the need of a multicultural approach on teaching history, social and gender equality moving away from supremacists dogma. It is necessary for teachers to change their conception of why and for what reasons they teach history (Seixas & Morton, 2013). This approach combines civic education, historical consciousness, and controversial social issues (Rüsen, 2012). It is a perspective that promotes citizenship engagement through reasoning and reflection. This need has become more acute with the Covid-19 pandemic: fighting versus hoaxes and hate speeches through argumentation and critical analysis of sources to avoid fake news and postruth and to develop a learning perception evidences. It is also necessary for history students to learn the origins of social inequalities, the reproduction of these inequalities, and the consequences of pandemics.
This Research Topic is highly multi-disciplinary given that the proposed research is focused both on Primary and Secondary Education, but also on Higher Education, considering History teachers training courses On one hand, this collection focuses on the development of digital skills of active and future History teachers who are trained at programmes at Universities; while on the other hand it focuses on bringing a profound methodological and content change in the way History is taught.
This support to teachers in the acquisition of skills and in the methodological change attempts to promote citizenship education and reinvent the role of pupils in history classrooms.
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Themes approached can include but are not limited to:
- How can the use of digital resources improve the History classroom?
- How can the use of primary sources and argumentation improve the History classroom?
- How to improve teacher training for the introduction of digital resources and active learning methods in History classroom?
- How to propose a History classroom based on multiculturalism and an egalitarian approach?
The Covid-19 pandemic has highlighted the need of several changes within the field of History Education.
Firstly, the need of a methodological change that integrates active learning methods, digital resources and emerging technologies in order to attend the non-presential lessons for the students. Traditionally, history in Secondary Education has conformed a space in which the most successful students adopt the forms to read, memorize, think and write as required by the teacher (Nokes, 2017). In opposition to this traditional way, there is an alternative model which aims at making students able to interpret and use the information. This model considers knowledge as a construction shaped by an interdisciplinary approach and real social problems. Active-learning methods and digital resources play a fundamental role in this change within this globalized and hyper-connected 21st century society.
Secondly, the need of a multicultural approach on teaching history, social and gender equality moving away from supremacists dogma. It is necessary for teachers to change their conception of why and for what reasons they teach history (Seixas & Morton, 2013). This approach combines civic education, historical consciousness, and controversial social issues (Rüsen, 2012). It is a perspective that promotes citizenship engagement through reasoning and reflection. This need has become more acute with the Covid-19 pandemic: fighting versus hoaxes and hate speeches through argumentation and critical analysis of sources to avoid fake news and postruth and to develop a learning perception evidences. It is also necessary for history students to learn the origins of social inequalities, the reproduction of these inequalities, and the consequences of pandemics.
This Research Topic is highly multi-disciplinary given that the proposed research is focused both on Primary and Secondary Education, but also on Higher Education, considering History teachers training courses On one hand, this collection focuses on the development of digital skills of active and future History teachers who are trained at programmes at Universities; while on the other hand it focuses on bringing a profound methodological and content change in the way History is taught.
This support to teachers in the acquisition of skills and in the methodological change attempts to promote citizenship education and reinvent the role of pupils in history classrooms.
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Themes approached can include but are not limited to:
- How can the use of digital resources improve the History classroom?
- How can the use of primary sources and argumentation improve the History classroom?
- How to improve teacher training for the introduction of digital resources and active learning methods in History classroom?
- How to propose a History classroom based on multiculturalism and an egalitarian approach?