Abstract
To enhance the effectiveness of teaching history, the use of primary sources is of paramount importance, and museum materials – particularly when integrated into classroom instruction – offer valuable opportunities in this regard. This study aims to explore the potential points of connection between museums – especially visually oriented exhibitions – and formal history teaching, while also demonstrating how museum content can be utilized to foster historical thinking and support the development of students’ competencies. The research focuses on identifying museum-based sources and visual materials that can be directly incorporated into the practice of history teaching, with particular emphasis on students in grade 4-6, within the educational contexts of Hungary and Slovakia. Special attention is given to the way in which museums can facilitate the teaching of historical source interpretation an to the methodological strategies that support the development of students’ historical consciousness and critical thinking skills. In addition, the study addresses the role of playful elements in facilitating learning and introduces sample tasks that incorporate such elements, including museum pedagogy. The research also proposes solutions for integrating virtual museums and digitally accessible historical content into classroom instruction. The study presents practical model tasks designed to help teachers intentionally develop students’ skills in source analysis, visual interpretation, problem-solving, collaboration, and abstract reasoning. The methods and activities are not only closely aligned with curricular objectives but also provide experiential learning opportunities, effectively bridging formal (school-based) and non-formal (museum-based) educational environments.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
History didactics, Playful elements, Primary Sources, Virtual museum
