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Scenario-based teaching and doing history: paper-presentation

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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

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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

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THE HISTORICAL BACKGROUND

Until 1864, the duchies

Schleswig and Holstein (and Lauenburg) were parts of the Danish Empire.

Celebration of the Re-union 1920

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LOCAL CELEBRATION

Memorials – 650 ”Reunion-stones”

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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

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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

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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

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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

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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.

Referencer

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