DIDACTICS OF HISTORY
| Title | ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΙΣΤΟΡΙΑΣ / DIDACTICS OF HISTORY |
| Code | ΥΠΜ16 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Maria Mavrommati |
| Common | No |
| Status | Active |
| Course ID | 600024083 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 4 | 2 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 143
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 4 | 2 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600278169
|
Course Type 2021
Specific Foundation
Course Type 2016-2020
- Background
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600278169
- eLearning (Moodle): https://elearning.auth.gr/user/index.php?id=142
Language of Instruction
- Greek (Instruction, Examination)
- English (Examination)
Learning Outcomes
Upon completion of the course, students are expected to:
1. Recognize History Didactics as an autonomous and dynamic scientific field, understanding the theoretical approaches and modern pedagogical methods that define it.
2. Become familiar with the processes of developing historical thinking, understanding, and consciousness in students, emphasizing the use of tools and strategies that foster critical thinking.
3. Acquire skills and knowledge for teaching topics such as the Holocaust, wars, and national conflicts, approaching them in ways that promote dialogue, tolerance, and empathy.
4. Analyze and utilize historical sources—written, visual, and oral—as fundamental tools for teaching and understanding history, encouraging experiential learning.
5. Understand the relationship between history and the formation of national identity, while recognizing the importance of local and oral history in teaching practices.
6. Design and implement innovative and creative teaching interventions, employing contemporary methods and tools to inspire students and cultivate their interest in history.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Appreciate diversity and multiculturality
- Respect natural environment
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course "History Didactics" focuses on studying theories and practices related to teaching the historical past. It examines History Didactics as an autonomous scientific field, emphasizing methodologies that facilitate the understanding of history by students of various ages and backgrounds. Special attention is given to how children develop historical thinking and understanding, as well as the concept of historical consciousness. Additionally, the course explores the role of history in shaping national identity.
The course also investigates approaches to teaching sensitive and conflict-laden topics, such as the Holocaust, wars, and national conflicts, through pedagogical practices that foster respect, critical thinking, and intercultural understanding. Students are trained in the use of historical sources, both written and visual, and develop analytical and interpretative skills that promote active and experiential learning. Moreover, they are introduced to oral history as a means of connecting history with personal narratives, while local history serves as a tool for understanding the past through familiar examples.
By utilizing contemporary educational methods and tools, the course encourages the creation of a dynamic learning environment where history is approached as a living, evolving field closely linked to society. Students acquire the necessary skills to manage the teaching of history with creativity and scientific rigor while cultivating their critical perspective on the past and its connection to the present.
Through a combination of theoretical and practical approaches, the course aspires to inspire a passion for history and to enhance the ability of future educators to communicate it in a meaningful and inspiring way.
Keywords
Didactics of History, historical knowledge, methods of teaching, source analysis
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Podcast
- Audio
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | ||||
| Reading Assigment | 70 | ||||
| Exams | 41 | ||||
| Total | 150 |
Student Assessment
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
- Written Exam with Short Answer Questions (Summative)
- Written Exam with Extended Answer Questions (Summative)
- Written Exam with Problem Solving (Summative)
Bibliography
Course Bibliography (Eudoxus)
Ρεπούση Μ. (2004). Μαθήματα Ιστορίας. Από την ιστορία στην ιστορική εκπαίδευση. Αθήνα: Καστανιώτης.
Additional bibliography for study
Barton C.K. & Levstik L. (2008). Διδάσκοντας ιστορία για το συλλογικό αγαθό. Αθήνα: Μεταίχμιο.
Burke P. (2003). Αυτοψία. Οι χρήσεις των εικόνων ως ιστορικών μαρτυριών. Αθήνα: Μεταίχμιο
Carretero, M., Cantabrana, M., & Parellada, C. (Eds.). (2022). History Education in the Digital Age. Springer International Publishing.
Ferro M. (2000). Πως αφηγούνται την ιστορία στα παιδιά σε ολόκληρο τον κόσμο. Αθήνα: Μεταίχμιο.
Grever, M., & Stuurman, S. (Eds.). (2007). Beyond the Canon: History for the 21st Century. Palgrave Macmillan.
Groux D. & Tutiaux-Guillon N. (2009). L’histoire scolaire au risque des sociétés en mutation. Paris : L’Harmattan.
Husbands Ch. (2004), Τι σημαίνει διδασκαλία της ιστορίας; Γλώσσα, ιδέες και νοήματα, μτφρ.: Αποστόλης Λυκούργος,Αθήνα: Μεταίχμιο.
Metzger, S. A., & Harris, L. M. (Eds.). (2018). The Wiley International Handbook of History Teaching and Learning. Wiley-Blackwell. https://doi.org/10.1002/9781119100737
Carretero, M., Asensio, M., & Rodríguez-Moneo, M. (Eds.). (2012). History Education and the Construction of National Identities. Information Age Publishing.
Moniot H. (2002 ). Η διδακτική της ιστορίας. Αθήνα: Μεταίχμιο.
Ting, H. M. H., & Cajani, L. (Eds.). (2023). Negotiating Ethnic Diversity and National Identity in History Education: International and Comparative Perspectives. Springer Nature.
Last Update
26-03-2025
