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ERIC Number: EJ1277223
Record Type: Journal
Publication Date: 2020
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0093-3104
EISSN: N/A
Students' and Teachers' Beliefs about Historical Empathy in Secondary History Education
Bartelds, Hanneke; Savenije, Geerte M.; van Boxtel, Carla
Theory and Research in Social Education, v48 n4 p529-551 2020
Teachers' beliefs about skills play a significant role in how they teach those skills. Similarly, students' mastery of a skill is influenced by their ideas about its value and what the performance of the skill exactly entails. In this study, 10 history teachers and 17 students in secondary school (age 16-17) were interviewed about their beliefs about historical empathy, objectives, and teaching strategies. The results show that the participants primarily saw historical empathy as a skill that can be learned. As main elements of historical empathy, they named contextualization, awareness of their own positionality, personal connection, and historical imagination. Inviting an eyewitness, visiting a historic site, and classroom discussions were considered particularly effective teaching strategies. Most teachers reported that they did not provide explicit instruction. Most teachers and students connected historical empathy to empathy in daily life. Extending this connection could be a significant way to work on citizenship competences.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A