Die gelingende Verzahnung von Fachwissenschaft, Fachdidaktik und Bildungswissenschaften gilt als ein Erfolgsparameter für die Lehrkräftebildung. Auch die Geschichtsdidaktik hat sich in den vergangenen Jahren intensiv mit der Frage beschäftigt, wie das Verhältnis dieser drei Facetten für die verschiedenen Phasen der Geschichtslehrkräftebildung ausgerichtet sein sollte. Ein Schwerpunkt lag allerdings bislang auf dem Zusammenspiel von Bildungswissenschaften und Geschichtsdidaktik. Der Sammelband unternimmt dagegen den Versuch, Fachwissenschaft und Fachdidaktik stärker in den Dialog zu bringen. Dazu tragen verschiedene Kolleg*innen aus der Fachwissenschaft mit einer Spezialisierung in der neueren und neuesten Geschichte Beiträge bei, die von Geschichtsdidaktiker*innen kommentiert werden. Der Band deckt dabei verschiedene Themenfelder ab, u.a. die Globalgeschichte, aber auch die Geschichte Nord- und Osteuropas oder Queer History. Ebenso wird ein Blick in die praktische Museumsarbeit eröffnet. Der so entstehende Dialog zeigt, dass die verschiedenen Subdisziplinen der Geschichtswissenschaft enorm von einem Austausch miteinander profitieren können.
{"title":"Geschichtsdidaktische Perspektiven auf die Geschichte des 20. und 21. Jahrhunderts","authors":"","doi":"10.38072/2703-0784/v3","DOIUrl":"https://doi.org/10.38072/2703-0784/v3","url":null,"abstract":"\u0000 Die gelingende Verzahnung von Fachwissenschaft, Fachdidaktik und Bildungswissenschaften gilt als ein Erfolgsparameter für die Lehrkräftebildung. Auch die Geschichtsdidaktik hat sich in den vergangenen Jahren intensiv \u0000 mit der Frage beschäftigt, wie das Verhältnis dieser drei Facetten für die verschiedenen Phasen der Geschichtslehrkräftebildung ausgerichtet sein sollte. Ein Schwerpunkt lag allerdings bislang auf dem Zusammenspiel von \u0000 Bildungswissenschaften und Geschichtsdidaktik. Der Sammelband unternimmt dagegen den Versuch, Fachwissenschaft und Fachdidaktik stärker in den Dialog zu bringen. Dazu tragen verschiedene Kolleg*innen aus der \u0000 Fachwissenschaft mit einer Spezialisierung in der neueren und neuesten Geschichte Beiträge bei, die von Geschichtsdidaktiker*innen kommentiert werden. Der Band deckt dabei verschiedene Themenfelder ab, u.a. die \u0000 Globalgeschichte, aber auch die Geschichte Nord- und Osteuropas oder Queer History. Ebenso wird ein Blick in die praktische Museumsarbeit eröffnet. Der so entstehende Dialog zeigt, dass die verschiedenen \u0000 Subdisziplinen der Geschichtswissenschaft enorm von einem Austausch miteinander profitieren können.\u0000","PeriodicalId":298566,"journal":{"name":"Think! Historically","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124999338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The papers and videos presented here are the result of the international conference 'Teaching Classics in the Digital Age' held online on the 15 and 16 June 2020. As digital media provide new possibilities for teaching and outreach in Classics, the conference 'Teaching Classics in the Digital Age' aimed at presenting current approaches to digital teaching and sharing best practices by bringing together different projects and practitioners from all fields of Classics (including Classical Archaeology, Greek and Latin Studies and Ancient History). Furthermore, it aimed at starting a discussion about principles, problems and the future of teaching Classics in the 21st century within and beyond its single fields.
{"title":"Teaching Classics in the Digital Age","authors":"S. Feuser, Stephan Merten, Katharina Wesselmann","doi":"10.38072/2703-0784/v2","DOIUrl":"https://doi.org/10.38072/2703-0784/v2","url":null,"abstract":"\u0000 The papers and videos presented here are the result of the international conference 'Teaching Classics in the Digital Age' held online on the 15 and 16 June 2020. As digital media provide new possibilities for \u0000 teaching and outreach in Classics, the conference 'Teaching Classics in the Digital Age' aimed at presenting current approaches to digital teaching and sharing best practices by bringing together different projects \u0000 and practitioners from all fields of Classics (including Classical Archaeology, Greek and Latin Studies and Ancient History). Furthermore, it aimed at starting a discussion about principles, problems and the future \u0000 of teaching Classics in the 21st century within and beyond its single fields.\u0000","PeriodicalId":298566,"journal":{"name":"Think! Historically","volume":"2008 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125618266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history. A dialogue between these two approaches can expand the boundaries of both disciplines with new insights. The anthology is dedicated to such an interlocking of historical research and history education using the example of pre-modern history. In the essays, perspectives opened up by scholars are supplemented by comments from history educators. Thus, on the one hand, it is reflected how subject-specific research could enrich teaching in schools and universities. In addition, these findings are classified in terms of historical theory and empirics.
{"title":"Geschichtsdidaktische Perspektive auf die 'Vormoderne'","authors":"Sebastian Barsch","doi":"10.38072/2703-0784/v1","DOIUrl":"https://doi.org/10.38072/2703-0784/v1","url":null,"abstract":"\u0000 Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. \u0000 But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. \u0000 However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history.\u0000 A dialogue between these two approaches can expand the boundaries of both disciplines with new insights. The anthology is dedicated to such an interlocking of historical research and history education \u0000 using the example of pre-modern history. In the essays, perspectives opened up by scholars are supplemented by comments from history educators. Thus, on the one hand, it is reflected how subject-specific \u0000 research could enrich teaching in schools and universities. In addition, these findings are classified in terms of historical theory and empirics.\u0000","PeriodicalId":298566,"journal":{"name":"Think! Historically","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127192233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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