{"title":"\"The Perception of Visiting Holocaust Sites on Undergraduate Students Learning Process\".","authors":"Anna Bussu, Peter Leadbetter, Michael Richards","doi":"10.1007/s10755-022-09606-9","DOIUrl":null,"url":null,"abstract":"<p><p>This paper presents the main findings of a qualitative research project. The aim of the research was to explore undergraduate students' perceived knowledge acquisition and awareness of the Holocaust, after visiting Auschwitz concentration camp in Poland. The qualitative study (focus groups & semi-structured questionnaires) involved three cohorts of students and lecturers from a university in the North West of England. The participants visited the Holocaust-related sites in Poland from 2016 to 2019. Findings indicate that students' who actively engaged in visits to Holocaust related sites developed knowledge and awareness of the Holocaust. For many participants, this knowledge and awareness was facilitated via a reflective process that enabled empathic connection between these historical events and the students. The study also highlighted practical strategies that could be implemented to enhance the experience for future cohorts of undergraduate students visiting holocaust related sites. By adding to the limited literature on Holocaust education with undergraduate students, the study highlighted the importance and directions for future research in this area to inform future pedagogic practice.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"48 1","pages":"55-81"},"PeriodicalIF":2.2000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9098791/pdf/","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Innovative Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10755-022-09606-9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
This paper presents the main findings of a qualitative research project. The aim of the research was to explore undergraduate students' perceived knowledge acquisition and awareness of the Holocaust, after visiting Auschwitz concentration camp in Poland. The qualitative study (focus groups & semi-structured questionnaires) involved three cohorts of students and lecturers from a university in the North West of England. The participants visited the Holocaust-related sites in Poland from 2016 to 2019. Findings indicate that students' who actively engaged in visits to Holocaust related sites developed knowledge and awareness of the Holocaust. For many participants, this knowledge and awareness was facilitated via a reflective process that enabled empathic connection between these historical events and the students. The study also highlighted practical strategies that could be implemented to enhance the experience for future cohorts of undergraduate students visiting holocaust related sites. By adding to the limited literature on Holocaust education with undergraduate students, the study highlighted the importance and directions for future research in this area to inform future pedagogic practice.
期刊介绍:
Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.