Διδακτική προσέγγιση της Ιστορίας και της Λογοτεχνίας μέσω ψηφιακών εκπαιδευτικών σεναρίων σύμφωνα με το μοντέλο συνεργατικής μάθησης
Date Issued
October 11, 2024
Type
Διδακτορική Διατριβή
Abstract
Literature as an art of speech and as a social practice can be related to other types of discourse, such as the discourse of the history science. It is worth pointing out that the study of contemporary historiography borrows terms and perspectives from the theory of literature, while at the same time contemporary literature is inspired by the historical discourse. This dissertation studies the dialectical relationship between history and literature and explores the integration of this relationship in teaching through the digital educational scenarios based on the collaborative learning model, aiming to reshape the landscape of history teaching in the school history education. The author also reflects on the teaching perspective of digital educational scenarios of collaborative learning as a teaching tool suitable for the conceptualisation and implementation of the historical past, particularly within the context of appropriate digital environments such as the digital educational games or the digital educational routes.
The main goal of the research is the didactic approach of concepts attributed to both cognitive subjects - History and Literature -, such as historical context, narrative, ideology, identity, testimony, the way of life and their implementation in the context of digital collaborative learning activities, integrated in the design of modern educational scenarios concerning thematic units of Modern and Contemporary History, in order to establish the role and function of these scenarios in school history education within the digital era. The following questions are formulated during the research approach to the topic: a) how, through the representation of historical events and/or experiences in various sources (historical, literary), will students come into contact with those historical elements that compose a "real" picture of the historically examined era? In what way can the past make sense of the present through the use of historical and literary sources? b) how can students be gradually and methodically introduced to the collaborative learning model for processing the historical and literary issues that arise during the learning process? (c) how to achieve the effective repositioning of the dialectical relationship between history and literature in the digital educational process? In order to research and answer the previous questions, a framework of three (3) distinct strands was applied, which are explored separately and then considered together, intersecting the research questions. First, the complex and multi-layered relationship between the cognitive subjects of History and Literature is analyzed. In a literary narrative, the details of everyday life are the elements that compose the atmosphere that prevailed in a given historical period, while at the same time they are indicative of the emotions and thoughts of the characters acting at that time. This power of literature is a valuable aid to the teacher in planning the course of the history lesson, thus renewing historical education. In the context of this dialectical relationship, the second strand is the creation of educational scenarios, enriched with educational activities, based on digital tools that promote the students' combined thinking and lead them to self-activity and the discovery of knowledge through the exploration of the historical period. At this point, the collaborative learning model is utilized by incorporating methods and corresponding collaborative digital tools that are a valuable tool for the teacher to structure an interactive lesson inside and outside the classroom context. In particular, the third part of this research utilizes the digital educational scenarios designed for the digital educational serious game "BYRON" and for the Educational Routes of the "POLYSEMI" platform as an innovative teaching proposal for the design of the history lesson.
The combination of all three of these parameters promotes the cultivation of active learning. The application of such a methodology ensures the ability of students to identify factors, causes, consequences, to relate, compare, draw conclusions, practice the approach to historical knowledge, cultivating historical thinking. The didactic approach of History and Literature supported by the design of digital educational scenarios of cooperative learning creates new data in the way of perception and understanding of the historical past, which are differentiated from the institutionalized forms of historical education.
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