Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2015.001.01.123.long
Constanza Calabretta
This paper focuses on the documentation center and memorial in Normannenstrasse (Stasi-Museum) and the memorial in Hohenschönhausen, the exStasi prisons, investigating the memorials’ exhibitions and didactic displays. Those two places have a common history : they were opened in 1990 thanks to the civil movements’ active engagement. They have developed a political education program, wanting to preserve the memory of the political persecution and repression in the ex-Communist dictatorship and to reinforce the current democracy. The places have become both memorials and places for learning. The memorials, which welcome a lot of tourists, are two central places in the commemoration and representation of a crucial aspect of the GDR’s past, thanks to their exhibitions and their pedagogical vocation.
{"title":"Ricordare la Stasi a Berlino. I memoriali come luoghi d’apprendimento","authors":"Constanza Calabretta","doi":"10.33055/didacticahistorica.2015.001.01.123.long","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2015.001.01.123.long","url":null,"abstract":"This paper focuses on the documentation center and memorial in Normannenstrasse (Stasi-Museum) and the memorial in Hohenschönhausen, the exStasi prisons, investigating the memorials’ exhibitions and didactic displays. Those two places have a common history : they were opened in 1990 thanks to the civil movements’ active engagement. They have developed a political education program, wanting to preserve the memory of the political persecution and repression in the ex-Communist dictatorship and to reinforce the current democracy. The places have become both memorials and places for learning. The memorials, which welcome a lot of tourists, are two central places in the commemoration and representation of a crucial aspect of the GDR’s past, thanks to their exhibitions and their pedagogical vocation.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124065180","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}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2017.003.01.53.long
Sabina Brändli
Without special training, teens can view documentary movies as a thrustworthy non-fiction source. Thus they can become defenceless towards political manipulation through the Internet. To be able to learn seeing through the style and motivation of such movies, this article advocates the use of different film studiesconcepts, like the documentary movie typology by Bill Nichols. The introduction of the differentiation between soft and hard propaganda shows the increased danger that comes from the growing global access to a whole range of movies, which evades national protective regulations.
{"title":"Vom Giftschrank ins Schulzimmer?","authors":"Sabina Brändli","doi":"10.33055/didacticahistorica.2017.003.01.53.long","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2017.003.01.53.long","url":null,"abstract":"Without special training, teens can view documentary movies as a thrustworthy non-fiction source. Thus they can become defenceless towards political manipulation through the Internet. To be able to learn seeing through the style and motivation of such movies, this article advocates the use of different film studiesconcepts, like the documentary movie typology by Bill Nichols. The introduction of the differentiation between soft and hard propaganda shows the increased danger that comes from the growing global access to a whole range of movies, which evades national protective regulations.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124262752","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}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2022.008.01.195
Jérôme Moix
The difficulties of teaching the recent history of the Western Balkans in classrooms with students from different parts of the conflict and the desire to over-come them have led to a project called ResSources Balkans. This observation inspired me to explore existing ways of dealing with this controversial subject, in particular, the steps taken in the Balkans by teams of local teachers using pluralistic approaches2 . This article reports on this experience and on the opportunity, I had to go and meet them in order to carry out teaching sequences on this subject of study, adapted to the Swiss context.
{"title":"Surmonter les obstacles liés à l’enseignement de l’histoire récente des Balkans occidentaux:les approches plurielles de Ljubljana à Pristina","authors":"Jérôme Moix","doi":"10.33055/didacticahistorica.2022.008.01.195","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2022.008.01.195","url":null,"abstract":"The difficulties of teaching the recent history of the Western Balkans in classrooms with students from different parts of the conflict and the desire to over-come them have led to a project called ResSources Balkans. This observation inspired me to explore existing ways of dealing with this controversial subject, in particular, the steps taken in the Balkans by teams of local teachers using pluralistic approaches2 . This article reports on this experience and on the opportunity, I had to go and meet them in order to carry out teaching sequences on this subject of study, adapted to the Swiss context.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128189572","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}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2015.001.01.51.long
Konrad J. Kuhn
Der Beitrag fragt am Beispiel des Hypes um die Schweiz im Ersten Weltkrieg danach, was Jubiläen wie das Centenaire mit historischer Forschung tun. Kann Forschung die öffentliche Aufmerksamkeit nutzen, um neue Erkenntnisse zu popularisieren und in die öffentliche Diskussion einzubringen? Eröffnet der Hype so eine neue Phase bezüglich der Inhalte und Zugänge historischer Forschung oder bestätigt er traditionelle Sichtweisen und Mythen ?
{"title":"Der « Hype » um den Ersten Weltkrieg. Ausgangspunkt eines neuen Narrativs über die Schweiz im Grossen Krieg ?","authors":"Konrad J. Kuhn","doi":"10.33055/didacticahistorica.2015.001.01.51.long","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2015.001.01.51.long","url":null,"abstract":"Der Beitrag fragt am Beispiel des Hypes um die Schweiz im Ersten Weltkrieg danach, was Jubiläen wie das Centenaire mit historischer Forschung tun. Kann Forschung die öffentliche Aufmerksamkeit nutzen, um neue Erkenntnisse zu popularisieren und in die öffentliche Diskussion einzubringen? Eröffnet der Hype so eine neue Phase bezüglich der Inhalte und Zugänge historischer Forschung oder bestätigt er traditionelle Sichtweisen und Mythen ?","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128240933","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}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2015.001.01.131
Jean-François Cuenot
Cet article examine la présentation des origines de la Première Guerre mondiale, dans un échantillon de manuels d’histoire francophones. Il entend vérifier l’hypothèse selon laquelle les auteurs de ces ouvrages considèrent que la Première Guerre mondiale était inéluctable et résultait directement de la montée du nationalisme. L’analyse montre que l’élaboration du récit des manuels obéit aux exigences du programme officiel sans prendre réellement en considération les travaux des historiens ou les témoignages des contemporains. Dès lors, on peut s’interroger sur la fonction du manuel qui, loin d’apprendre aux élèves à « apprendre en histoire», cherche plutôt à marteler une vulgate selon laquelle le nationalisme conduit inéluctablement à la guerre.
{"title":"L'inéluctabilité de la Première Guerre mondiale : une illustration du déterminisme enseigné dans les manuels scolaires d'histoire","authors":"Jean-François Cuenot","doi":"10.33055/didacticahistorica.2015.001.01.131","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2015.001.01.131","url":null,"abstract":"Cet article examine la présentation des origines de la Première Guerre mondiale, dans un échantillon de manuels d’histoire francophones. Il entend vérifier l’hypothèse selon laquelle les auteurs de ces ouvrages considèrent que la Première Guerre mondiale était inéluctable et résultait directement de la montée du nationalisme. L’analyse montre que l’élaboration du récit des manuels obéit aux exigences du programme officiel sans prendre réellement en considération les travaux des historiens ou les témoignages des contemporains. Dès lors, on peut s’interroger sur la fonction du manuel qui, loin d’apprendre aux élèves à « apprendre en histoire», cherche plutôt à marteler une vulgate selon laquelle le nationalisme conduit inéluctablement à la guerre.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126209711","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}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2015.001.01.189
Nadine Fink
L’association oralhistory.ch a vu le jour en 2013 dans le but de promouvoir la pratique et la visibilité de l’histoire orale en Suisse. Son site internet répertorie des projets d’histoire orale sur des thématiques variées et propose un guide pédagogique pour faire de l’histoire orale à l’école. Il constitue une ressource intéressante pour l’enseignement de l’histoire.
{"title":"Oralhistory.ch : un nouveau portail pour l'histoire orale en Suisse","authors":"Nadine Fink","doi":"10.33055/didacticahistorica.2015.001.01.189","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2015.001.01.189","url":null,"abstract":"L’association oralhistory.ch a vu le jour en 2013 dans le but de promouvoir la pratique et la visibilité de l’histoire orale en Suisse. Son site internet répertorie des projets d’histoire orale sur des thématiques variées et propose un guide pédagogique pour faire de l’histoire orale à l’école. Il constitue une ressource intéressante pour l’enseignement de l’histoire.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126266183","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}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2022.008.01.169
Soizic Morvan
This article examines the use of oral testimony during a teaching-learning session by problematization with students in academic difficulty. In order to overcome language difficulties, the researcher, who is also the teacher, provides the students with tools, particularly graphic tools, to construct concepts in History. The aim is to determine the role of the diagram in the critical treatment of oral testimony in the History class. To what extent is it a lever to bypass the emotional bias specific to oral testimonies in History teaching and does it facilitate the construction of a historical concept by the students?
{"title":"Le schéma fléché, un outil graphique de mise à distance du biais émotif du témoignage oral auprès d’élèves en difficulté scolaire","authors":"Soizic Morvan","doi":"10.33055/didacticahistorica.2022.008.01.169","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2022.008.01.169","url":null,"abstract":"This article examines the use of oral testimony during a teaching-learning session by problematization with students in academic difficulty. In order to overcome language difficulties, the researcher, who is also the teacher, provides the students with tools, particularly graphic tools, to construct concepts in History. The aim is to determine the role of the diagram in the critical treatment of oral testimony in the History class. To what extent is it a lever to bypass the emotional bias specific to oral testimonies in History teaching and does it facilitate the construction of a historical concept by the students?","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114316147","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}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2022.008.01.111
Elisa Serafini
In the Italian education system, the attention to the gender perspective is very limited: few elements related to it are found in the Indicazioni nazionali, in teachers’ training and updating and in textbooks. Despite this, social needs and the advancement of studies require an approach that includes and values gender differences. The aim of this article is to propose a reflection on the effects of using the category of gender in education and to suggest possible paths of women’s and gender history in primary school.
{"title":"Insegnare la storia delle donne e di genere oggi nella scuola primaria italiana","authors":"Elisa Serafini","doi":"10.33055/didacticahistorica.2022.008.01.111","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2022.008.01.111","url":null,"abstract":"In the Italian education system, the attention to the gender perspective is very limited: few elements related to it are found in the Indicazioni nazionali, in teachers’ training and updating and in textbooks. Despite this, social needs and the advancement of studies require an approach that includes and values gender differences. The aim of this article is to propose a reflection on the effects of using the category of gender in education and to suggest possible paths of women’s and gender history in primary school.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126349009","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}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2020.006.01.99.long
Amalia Terzidis
In a context of rapid and increasing change, teacher training must allow the profession for relevant and constant adaptation. The so-called “Z” generation, which grew up with digital technologies from birth, is crystallizing these changes and the relationship to knowledge and teaching and learning methods must be rethought. This study is based on two innovative teacher training devices for the didactics of history in Secondary II, built around the notion of didactic creativity and analyzed in order to reflect on these questions.
{"title":"La créativité didactique pour sortir des classes, des manuels, des habitus de l’enseignement de l’Histoire : une Recherche design en éducation en didactique de l’histoire au Secondaire II","authors":"Amalia Terzidis","doi":"10.33055/didacticahistorica.2020.006.01.99.long","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2020.006.01.99.long","url":null,"abstract":"In a context of rapid and increasing change, teacher training must allow the profession for relevant and constant adaptation. The so-called “Z” generation, which grew up with digital technologies from birth, is crystallizing these changes and the relationship to knowledge and teaching and learning methods must be rethought. This study is based on two innovative teacher training devices for the didactics of history in Secondary II, built around the notion of didactic creativity and analyzed in order to reflect on these questions.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122977170","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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