Exams should not only be output-oriented, but also focus on learning processes. They should not primarily focus on deficits, but rather support the students.
Tag Archive for ‘History Didactics (Geschichtsdidaktik)’
History teachers should consider how they want to assess the learning success of students right at the beginning of their planning work.
When working on the core concepts of history didactics in an intercultural perspective, a comprehensive typology is needed.
Before encountering formal history education in school, pupils begin to develop their own ideas and preconceptions of history. Many of these are shaped by representations of history in pop culture.
The modern consensus is that historical learning – in addition to historical content – must take greater account of learners with their individual experiences and knowledge: the so called subject orientation.
It often remains unclear in how far conflicting demands are made when it comes to historical learning. This article argues that it is helpful to describe historical learning as a trilemma.
At first glance, the term “subject orientation” seems to be nothing more than an exaggerated paraphrase of the didactic principle of “addressee orientation”.
History didactics can be distinguished into three different periods in the 20th century. Historical Consciousness as one of its elements has long before been focused on the consumer.