| _version_ | 1866902326563831808 |
|---|---|
| author | Niyozov, Javlonbek |
| author_facet | Niyozov, Javlonbek |
| contents | <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> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18317059 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | DEVELOPING HISTORICAL THINKING THROUGH THE INTEGRATION OF MUSEUM PEDAGOGY AND INFORMATION TECHNOLOGIES Niyozov, Javlonbek <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> |
| title | DEVELOPING HISTORICAL THINKING THROUGH THE INTEGRATION OF MUSEUM PEDAGOGY AND INFORMATION TECHNOLOGIES |
| url | https://doi.org/10.5281/zenodo.18317059 |