Upon successful completion of the course, the student will be able:
• To act as a teacher of history in a variety of educational contexts, not only school contexts, but also museums, textbooks, community or even digital environments focused on education
• To think critically about the content and the methods of teaching history at school, to question them and to have alternative proposals so as to enrich the content of the course and to renew its didactic methodology.
To distinguish the point of view and the perspective taking and to adopt multi-perspectivity approaches able to sensitize students to the diversity of approaching the past
• To look for historical sources compatible with the historical theme of the course and suitable for the age of the children to whom the course is addressed.
• To frame historical sources with information material and to create educational material to support his / her lessons.
• To use in a satisfactory manner New Technologies and take care of their introduction in the process of teaching and learning in history.
• To apply knowledge related to the design, development, selection, use and evaluation of various teaching and learning materials so as to create a laboratory learning environement.
• To identify the difficulties in understanding and misunderstanding of students about historical concepts and the language of history and to intervene to overcome them.
• To organize visits to museums and use their exhibits to teach history
• To use the surroundings of the school environment, the local history and organize local history projects.
Course Content (Syllabus)
The course aims at educating students as history teachers so as they will be able to teach history in primary schools but also to function as history educators in a variety of educational contexts such as the museum, the community and / or the digital environments with applications in education.
The course is developed into two modules.
In the first module, the focus is the discipline of history and the attempt is to highlight the question of stereotypes and representations that inhibit the development of historical thinking. The concept of history, its relation to collective memory, as well as historiography are explored and correlated with the historical context in which the past is researched and history is written. On this basis, the concept of history itself is historically constituted as a basic spiritual, social and constantly changing activity, which looks forward to the present to read the present. The historical text and its context constitute the field for the approach of basic epistemological issues that concern the past and the present of the education in history.
The concept of historical education follows the same patterns. School formal historical education is correlated to the public uses of history, the concept of historical culture and collective memory. The findings of modern research are exploited to highlight the correlation between all the activities around history and memory functions in general.the didactic subject is approached from the point of view of teaching and learning in history. The concept of historical knowledge and understanding is decoded and its constitutive aspects are defined. Historical content, historical methods, and historical concepts are matched by declarative, methodological and conceptual understanding in order to co-transform a new historical cognitive rule that is linked to metacognitive goals and aspirations for wider social programming.
Finally, alternative and / or informal forms of historical education such as local history, electronic history, cinema and the museum are presented and explored.
Didactics of History, historical knowledge, methods of teaching, conceptual understanding, local history
Course Bibliography (Eudoxus)
Husbands Ch. (2004), Τι σημαίνει διδασκαλία της ιστορίας; Γλώσσα, ιδέες και νοήματα, μτφρ.: Αποστόλης Λυκούργος,Αθήνα: Μεταίχμιο.
Ρεπούση Μ. (2004). Μαθήματα Ιστορίας. Από την ιστορία στην ιστορική εκπαίδευση. Αθήνα: Καστανιώτης.