History and Edutainment

International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics

von
Board of the International Society for History Didactics - ISHD Susanne Popp, Markus Furrer, Terry Haydn, Joanna Wojdon (editing manager), Elize van Eeden, Harry Haue, Katja Gorbahn
unter Mitarbeit von
Eleni Apostolidou, Karl P. Benziger, Krisztina Dezso, Elisabeth Erdmann, Agnes Fischer-Dardai, Markus Furrer, Miriam Hannig, Wolfgang Hasberg, Konrad Kochel, Urte Kocka, Angelos Palikidis, Susanne Popp, Jutta Schumann, Maria Stinia, Karel Van Nieuwenhuyse, Arja Virta, Barbara Wagner

The 2015 issue of the Yearbook of the International Society for History Didactics appears under the new title: International Journal of Research on History Didactics, History Education, And History Culture (JHEC). Its leading theme is “History and Edutainment”, i.e. a combination of history education and entertainment. Starting from the ‘traditional’ educational media, such as books and periodicals, the authors move to museums, songs, board and video games, movies, television shows and finish with more general reflections on the benefits and drawbacks of incorporating edutainment into the pra…

... mehr

19,80 €

Bestellnummer: YB_2015
Format: Broschur
Reihe: International Journal of Research on History Didactics, History Education and History Culture
Erscheinungsjahr: 2015
Auflage: 1. Aufl.
Seitenzahl: 232
Produktinformationen

The 2015 issue of the Yearbook of the International Society for History Didactics appears under the new title: International Journal of Research on History Didactics, History Education, And History Culture (JHEC). Its leading theme is “History and Edutainment”, i.e. a combination of history education and entertainment. Starting from the ‘traditional’ educational media, such as books and periodicals, the authors move to museums, songs, board and video games, movies, television shows and finish with more general reflections on the benefits and drawbacks of incorporating edutainment into the practice of teaching history, for learners and for teachers. The volume can be regarded as a voice in a broader debate on the reaction of school education on edutainment, and more generally, on public history where entertainment is so popular. In the Varia section readers can find the second part of the text on colonisation and decolonisation as presented in Belgian history textbooks (part I was published in 2014) and a presentation of the book that analyses the results of the Bologna process.

Inhaltsübersicht

Preface

History and Edutainment

Arja Virta: Seeing the past in pictures: children’s historical picture books as an introduction to history

Susanne Popp, Jutta Schumann and Miriam Hannig: ‘Histotainment’ by popular history magazines. The ‘edutaining’ design of history and its challenges for media critical history education

Agnes Fischer-Dàrdai and Krisztina Dezso: Edutainment in the museum – A place where you can experience the history of the University of Pécs in an interactive environment

Angelos Palikidis: ‘Discovering’ 150 years of history in a portmanteau: An educational history programme at the Ethnological Museum of Thrace

Karl Benziger: Music, minstrels, and the American Civil War: Entertainment, imagination and historical interpretation

Konrad Kochel and Maria Stinia: Educational values of traditional board games

Piotr Podemski: Teaching middle school history through grand strategy video games: The case of Europa Universalis

Urte Kocka: Edutainment in Global History

Markus Furrer: The modern contemporary witness and his double role as a ‘histotainment’-figure and an object of oral history – a dilemma for history teaching?

Barbara Wagner: The seriousness and fun, when edutainment is associated with history teaching

Eleni Apostolidou: Affordances and constraints of history edutainment in relation to historical thinking

Forum

Karel van Nieuwenhuyse: Increasing criticism and perspectivism: Belgian-Congolese (post)colonial history in Belgian secondary history education curricula and textbooks (1990-present)

Elisabeth Erdmann and Wolfgang Hasberg: Proceedings in history teacher education? Results of a global study of the impacts of the Bologna Reform

Abstracts

Author´s index

Autor*innen

Eleni Apostolidou, lecturer of History Didactis ate the Department of Primary School Education of the University of Ioannina; Main research interests: history didactics in primary and secondary education, cognitive psychology, historical consciousness, historical culture, history of historiography, theory of history, public history, mouseuma in teaching history

Karl P. Benziger, Ph.D. is a Professor of History at Rhode Island College; Main research interests: History and Memory, Cold War, Hungary/Central Europe, History Education, U.S. Foreign Policy

Krisztina Dezso, PhD-student, museologist and librarian of University of Pécs Library and Centre for Learning Historical Collection Department, Hungary; Main research interests: university history, history of education, local history

Elisabeth Erdmann, Dr. phil. habil., Prof. em. of history didactics at Erlangen-Nürnberg university, Honorary President of the International Society of History Didactics; Main research interests: visual literacy, textbook research, history didactics in international contexts, ancient history, archaeology

Agnes Fischer-Dardai, Dr., Professor, Director-General of University of Pécs Library and Centre for Learning, Hungary; Main research interests: history didactics, textbook research, textbook analysis, the specificities of historical knowledge

Markus Furrer, Dr.phil., Professor of History at the University of Teacher Education of Lucerne and Private Docent at the University of Fribourg, Switzerland. Main research interests: Swiss and European contemporary history with special focus on politics, culture and social history as well as on remembrance

Miriam Hannig, research assistant, project leader of the EHISTO project; Department of History Didactics at the University of Augsburg, Germany; Main research interests: history in the commercialised mass media (project leader of the EU-Comenius project ‘EHISTO’ 2012-2014), museum development and museum education; history teaching in primary school

Wolfgang Hasberg, Dr., Professor of Medieval History and the Didactics of History at the Philosophical Faculty of the University of Cologne, Germany; Main research interests: medieval history, historiography, theory and didactics of history

Konrad Kochel, sociologist, historian, social activist, fan and expert of traditional historic games and their restorer

Urte Kocka, Dr. phil.; taught history and philosophy at the Gymnasium until 2003 as well as didactic of history at the Free University of Berlin, 1997 until 2008; Main research interests: global history and bi-national history textbooks

Angelos Palikidis, Dr. phil., lecturer of History Didactics at the History & Ethnology Department of the Democritus University, Greece; Main research interests: History textbooks, visual literacy in History teaching, Local History Teaching, History and Museum Education

Susanne Popp, Prof., Dr. phil., Didactics of History, University of Augsburg, Germany. President of the International Society of History Didactics; Main research interests: European and global perspectives in national history teaching and history museums (co-ordinator of the EU-Culture-project ‘EMEE’; 2012-2016), visual literacy, popular history magazines in Europe (co-ordinator of the EU-Comenius project ‘EHISTO’; 2012-2014), international comparison of textbooks

Jutta Schumann, Dr. phil., lecturer on History Didactics, University of Augsburg, Germany; Main research interests: museum development and museum education, gender issues in history learning, historical culture, textbook analysis

Maria Stinia, Dr. phil., teaches as the Institute of History at Jagiellonian University.; Main research interests: history of public and private secondary schools in Galicia, especially in Kraków, and the history of Jagiellonian University and issues related history education

Karel Van Nieuwenhuyse, Dr. phil., assistant professor in History Didactics, at Leuven University (Belgium), faculty of Arts, Specific History Teacher Training Programme; Main research interests: the position of the present in history education, remembrance education, the use of primary sources and film in history education, and students’ historical narratives about the national past

Arja Virta, Dr.phil., professor of Didactics of History and Social Sciences at the Department of Teacher Education, Faculty of Education in the University of Turku, Finland; Main research interests: learning processes in history and social sciences, teacher education, multicultural education, and assessment

Barbara Wagner, Dr. phil., professor at the Institute of History, University of Warsaw, Poland; Main research interests: History didactics, history of education, civic education, contemporary history

Sie könnten auch an folgenden Titeln interessiert sein

Der kritische Museumsführer
Neun Historische Museen im Fokus
Ein Historisches Museum erschließt sich dem Besucher nur scheinbar problemlos, spricht nur scheinbar für sich selbst, erklärt sich nur scheinbar von alleine. Tatsächlich jedoch beeinflusst jedes Museum seine Besucher, sei es durch das Grundkonzept der Ausstellung, durch die Auswahl von Objekten oder durch die Form der Präsentation. Daher bedarf es bei einem Museumsbesuch, soll er mehr als einen oberflächlichen Eindruck hervorrufen und einseitige, weitgehend unreflektierte „Wahrheiten“ und Überzeugungen hinterlassen, einer sorgfältigen Vorbereitung. Dieses Buch will daher einige wichtige Grundsätze für einen kritischen Museumsbesuch vorstellen, diskutieren und über die großen Vorzüge und den Nutzen, aber auch über gewisse „Gefahren“ bei dem Besuch eines Historischen Museums aufklären. Der Museumsbesucher soll mit dem nötigen Rüstzeug versehen werden, um Historische Museen in allen Facetten als „Fachmann“ zu genießen, sich dort aber zugleich als gleichwertiger Partner in der Kommunikation behaupten zu können.
> mehr

9,80 €

Historische Museen heute
Zu diesem BuchHistorische Museen gehören zu den frühen, durchsetzungsfähigen undbesonders nachhaltigen Errungenschaften der bürgerlichen Moderne.Rechnete das klassische „Magische Dreieck“ lange Zeit nur mit denAusstellungskuratoren, den Gestaltern und Pädagogen, fühlen sich für das„erweiterte“ Museum gleichermaßen etwa die Didaktiker, Interessenvertreter,Besucher, daneben Architekten, Stadtplaner, Psychologen verantwortlich.Und auch die Verbindung von Kommemoration und Kommerz ist imGeschichtsmuseum längst kein Fremdwort mehr.Die Aufsätze in diesem Band vermessen anhand ausgewählter Beispielegenau diese angestrengte, aber produktive Spannung einer alt-neuenKulturleistung. Dabei stehen theoretische Positionen neben praktischenKonzeptionen und empirischen Erkundungen. Deutlich wird, dass in dergegenwärtigen Museumslandschaft und den zugehörigen Diskursen diegedanklichen Entwürfe vielfältig, zuweilen sogar kontrovers sind. Zur ReiheFORUM HISTORISCHES LERNEN ist eine Reihe, in der in unregelmäßigenAbständen grundlegende theoretische und praxisorientierte Beiträge zuFragen des historischen Lernens und der historisch-politischen Bildungerscheinen. Diese Beiträge sollen einen neuen Geschichtsunterricht undneue Mittel und Wege historischen Lernens begründen.FORUM HISTORISCHES LERNEN wird herausgegeben von MicheleBarricelli, Peter Gautschi, Hans-Jürgen Pandel und Bernd Schönemann.
> mehr

12,80 €

Oral History im Geschichtsunterricht
Im alltäglichen Leben neben und nach der Schule begegnet Geschichte den Jugendlichen vorwiegend in Gestalt der vielen kleinen und größeren Erzählungen über die Vergangenheit. Sie kursieren im Verwandten und Freundeskreis, oft verknüpft mit Erinnerungsstücken und -orten, als Dokumentation im Fernsehen oder als Selbstzeugnis im Internet. Was auf dieser Ebene vermittelt wird, hat auf Geschichtsvorstellungen oftmals weit größeren Einfluss als die „offizielle“ Geschichte in Schulbüchern. Dieser Band soll aufzeigen, wie Formen der mündlichen Überlieferung stärker und bewusster als bisher in den Geschichtsunterricht einbezogen werden können. Dabei wird die aktive und direkte Durchführung von Zeitzeugenbefragungen und -gesprächen durch Schülerinnen und Schüler in den Mittelpunkt gestellt. Zugleich wird auch gezeigt, wie mit Zeitzeugenaussagen, die nicht selbst erfragt worden sind, im Unterricht umgegangen werden kann. Die Lernenden sollen dazu befähigt werden, die populäre Verwendung von Zeitzeugen – etwa in dokumentarischen Features – kritisch zu analysieren. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt. Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
> mehr

11,80 € - 14,80 €

International Journal of Research on History Didactics, History Education and History Culture

History Education and Migration
International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics
The International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics (JHEC) is the official journal of the International Society for History Didactics. The journal is issued once a year and publishes peer reviewed papers in English. The abstracts are tri-lingual (English, French, German). The tradition of the journal goes back to the year 1980. The leading topic of 2020 issue of JHEC is Migration in History Education. Despite the fact that migrations have been part of human experience all over the world from the most ancient until the most recent times, the way they are dealt with in history education is often less than satisfactory, both in terms of teaching (any) history to immigrant children and of presenting (to all the students) migrations from the past. The model of “sedentary society” seems to be universally promoted by school. Current political debates dominate over critical historical research in shaping teaching units and the old schemata are hard to eradicate. The papers in the Forum section concentrate on the issues related to developments of contemporary history didactics and its impact on teachers’ practices in various social and national contexts of Africa, Europe and Australia. The book review section is expanding.   ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt.Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
> mehr

19,90 € - 22,90 €

Historical Thinking
International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics
Developing historical thinking is becoming an overarching goal of history education, at least on the declarative level. The concept is not new and has been developed for many years in various national and international contexts. However, its scope and contents, and especially the methods of transferring it onto everyday school practice still remain work in progress for they involve major re-structuring of traditional ways of teaching. In this case, modernizing history education is not about incorporating new technologies but rather about developing new approaches to any and all resources used in the classroom and issues discussed in the process of history education. Some of the papers in this issue of JHEC address the issues posed by the use of films, museums, writing, and the introduction of local and regional history in history education.Starting from this year, JHEC launches its new section devoted to book reviews. It discusses publications related to history didactics and all aspects of historical culture and history education in the past and present, published in the recent years in the English language. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt. Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
> mehr

17,99 € - 22,90 €

History Didactics and Public History
International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics
Is history education part of public history? Can it profit from public history strategies of dealing with the public? How does it incorporate public history into the teaching-learning process? How does it deal with public history products, such as museum exhibitions, tours, history-related fiction and comic books, movies and games? Or maybe public history is a form of history didactics and can use its conceptual models in the process of developing its own? How are both related to academic history, to historical memory and culture and how do they influence them? These are just some questions addressed in the 2018 issue of JHEC "Public History and History Education". The Forum section provides snapshots on crucial topics of didactical research in selected countries: curricula, textbook production and contents, and school practice in the process of changes. The issue closes with the theoretical reflection by Wolfgang Hasberg on periodization in history and history education. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt. Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
> mehr

16,90 € - 19,90 €

History Teacher Education Facing the Challenges of Professional Development in the 21st Century
International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics
The leading theme of this year’s issue of the International Journal of Research in History Didactics, History Education and History Culture (JHEC) is history teacher education in the changing world. The picture of initial teacher training in the world is heterogeneous, the existing situation is seldom regarded as satisfactory and, thus, changes are introduced almost instantly. The articles either present existing models of history teachers’ education or focus on its possible evolution on the basis of empirical research of the teacher-trainees. In doing so they present various methodologies of such research. They prove that not only the way of getting the empirical data is important, but also the focus of the analysis of raw material, the questions asked and the model(s) of interpretation used. Regardless of the methods used, the research results show that prospective history teachers represent rather traditional approaches to the past and to teaching history and their vision of the past in many cases seems to be no different from mainstream collective memory (or mythology). It opens broad perspectives for history didactics as an academic discipline. ** Mit der Bestellung eines Titels zur Fortsetzung erhalten Sie diesen Titel sowie alle künftigen Titel der entsprechenden Reihe direkt nach Erscheinen zugesandt. Ein weiterer Vorteil: Sie sparen rund 20 Prozent gegenüber der Einzelbestellung. Der Fortsetzungsbezug ist jederzeit kündbar - eine kurze Mitteilung an uns genügt!
> mehr

17,99 € - 22,80 €

Nostalgia in Historical Consciousness and Culture / Developing Creative Interactions of Local, National and Global Topics of History Education
International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics
The International Journal of Research on History Didactics, History Education, And History Culture (JHEC) is the Yearbook of the International Society for History Didactics. Its 2016 issue focuses on two main themes: Nostalgia in historical consciousness and culture and Developing creative interactions of local, national, and global topics of history education. The articles in both sections focus both on the theoretical concepts and on practical issues from various countries and research perspectives. The Forum section comes back to the themes of the past issues: colonialism and decolonization was the main topic of the Yearbook of 2014, while edutainment was discussed in 2015. The presentation of the use of mainstream historical films in the history classroom closes the volume.
> mehr

19,80 €

History and Edutainment
International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics
The 2015 issue of the Yearbook of the International Society for History Didactics appears under the new title: International Journal of Research on History Didactics, History Education, And History Culture (JHEC). Its leading theme is “History and Edutainment”, i.e. a combination of history education and entertainment. Starting from the ‘traditional’ educational media, such as books and periodicals, the authors move to museums, songs, board and video games, movies, television shows and finish with more general reflections on the benefits and drawbacks of incorporating edutainment into the practice of teaching history, for learners and for teachers. The volume can be regarded as a voice in a broader debate on the reaction of school education on edutainment, and more generally, on public history where entertainment is so popular. In the Varia section readers can find the second part of the text on colonisation and decolonisation as presented in Belgian history textbooks (part I was published in 2014) and a presentation of the book that analyses the results of the Bologna process.
> mehr

19,80 €