SCENARIO-BASED TEACHING AND DOING HISTORY
PAPER PRESENTATION – NOFA8 JENS AAGE POULSEN – JEAP@UCL.DK
ASSOCIATED PROFESSOR – RESEARCHER – HISTORYLAB. NATIONAL CENTER FOR DISSEMINATION OF HISTORY AND CULTURAL HERITAGE
SCENARIO-DIDACTIC - SCENARIO-BASED TEACHING - SCENARIO
Real/fictive/imagined meaningful situations/challenges.
Involve practices from domains outside the school
students' imagination – empathy, imagination and creative abilities
Investigative/explorative learning – co-creators of knowledge
Students communicate and collaborate
The outcome/benefits can not be predicted
THE HISTORICAL BACKGROUND
Until 1864, the duchies
Schleswig and Holstein (and Lauenburg) were parts of the Danish Empire.
Celebration of the Re-union 1920
LOCAL CELEBRATION
Memorials – 650 ”Reunion-stones”
THE COMPETITION - DESIGN
Design a memorial marking the 100th anniversary of the reunion.
Requirements.
How people in the local area celebrated and marked the reunification in 1920
"message" that spoke to today's and future views on border issues
video of max three minutes
THE COMPETITION IN A SCENARIO- DIDACTIC CONTEXT
Videos: didactic scenarios
Level of teaching:
• Students gained knowledge about the Reunification
• Reunification – significance: then, now and in the future
Level of scenario:
• Simulated production => meaningful practice
• Experiment – creativity – empathy – imagination
• framed reflections on the knowledge about the history of their local area
SCENARIO-DIDACTIC DOMAIN MODEL
(HANGHØJ ET AL. 2017)
Pedagogical domain pedagogical practices
Didacti c
scenari
o Everyday
Domain
everyday practices Subject
domain Subject practices
Scenario domain scenario practices Domain: both a physical place and a room for experience
HISTORY-DIDACTIC JUSTIFICATIONS
• The curriculum for history prescribes an investigative and problem-oriented approach to teaching
• Issues and questions are important
• Scenario-based approach => the past can not be reconstructed
• The didactic scenarios => students’ reflections about the past
• Orientation competence
THANK YOU
Hanghøj, T. et al (2017). Hvad er scenariedidaktik? Aarhus Universitetsforlag
Fougt (2018). Lærerens scenariekompetence. Didaktik 3.0.
Faglighed, undervisning og it i det 21. århundrede. Akademisk Forlag.
