Divergierende Geschichtsbilder? Das (Spät-)Mittelalter im Dialog zwischen Universität und Geschichtsunterricht
Abstract Teaching medieval history in school is difficult. Time is short and establishing significance is a complex challenge when an era is concerned that is often dismissed as ‘Dark Ages’. This article examines the potential of medieval topics for developing historical thinking in the classroom. F...
| Veröffentlicht in: | Das Mittelalter. - De Gruyter Akademie Forschung, 1996. - 22(2017), 1 vom: 07. Juni, Seite 75-92 |
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| Format: | Aufsatz |
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2017
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| Zugriff auf das übergeordnete Werk: | Das Mittelalter |
| Zusammenfassung: | Abstract Teaching medieval history in school is difficult. Time is short and establishing significance is a complex challenge when an era is concerned that is often dismissed as ‘Dark Ages’. This article examines the potential of medieval topics for developing historical thinking in the classroom. First, the concept of historical thinking is described and applied to medieval themes. German history curricula are competence-based. Historical learning is defined as a process of historical orientation based on other competencies (e.g. of inquiring, of applying historical methods). Second, German school curricula in history are analysed to point out common medieval topics, their aims and significance. Conceptual change (or elaboration) theories help to define the process of historical thinking about medieval societies. Third, three examples are discussed that might help students to question their prejudices against medieval societies and develop their historical skills and metacognitive reflection. These examples show how important the dialogue between history teachers and university lecturers in medieval history and history didactics is to enhance historical thinking in the classroom. |
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| Beschreibung: | © 2017 Walter de Gruyter GmbH, Berlin/Boston |
| ISSN: | 0949-0345 |
| DOI: | 10.1515/mial-2017-0006 |