Bewaard in:
| Hoofdauteur: | |
|---|---|
| Formaat: | Recurso digital |
| Taal: | |
| Gepubliceerd in: |
Zenodo
2026
|
| Online toegang: | https://doi.org/10.5281/zenodo.18317059 |
| Tags: |
Voeg label toe
Geen labels, Wees de eerste die dit record labelt!
|
Inhoudsopgave:
- <table> <tbody> <tr> <td> <p><em>This article explores a methodological approach to developing historical thinking among secondary school students through the integration of museum pedagogy and information-communication technologies (ICT). The study analyzes didactic opportunities of virtual museums and virtual excursions and proposes a local-modular pedagogical technology grounded in museum-based digital learning. The methodology is implemented in three stages: motivational-preparatory, practical-inquiry, and reflective-assessment. The results indicate that integrating museum pedagogy with digital tools enhances students’ abilities to analyze historical processes, identify cause–effect relationships, critically interpret historical sources, and develop value-oriented attitudes toward historical heritage. The findings support the pedagogical effectiveness of virtual museum-based instruction for strengthening visual-analytical, logical, and axiological dimensions of historical thinking.</em><em> </em></p> </td> </tr> </tbody> </table>