Challenges and Solutions in Implementing Historical Competencies in Teaching
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Jens Aage Poulsen – senior lector and researcher at HistoryLab
University College Lillebaelt - Denmark
jeap@ucl.dk
A competence-based curriculum
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Chronology and
context
Working with sources
Use of history
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Progression
Competence-based approach – core historical
competencies
deal with the past and
history
Trigger
Inspiration Andreas
Körber
Investigative
competencies
Methodological
competencies
Orientation
competencies
Competence based approach – in praxis
?
The research project (2018-2020) – how history teaching
materials are used in praxis
the paper will discuss:
How is historical knowledge presented in learning
materials, and how is it perceived, presented and used
in history teaching?
What are the main challenges and obstacles related to
facilitating the development of students’ historical
competences?
How is historical knowledge presented in teaching
materials? – an example
Denmark
after
the war in
1864
“Unfortunately, the peace agreement
after the Three Years' War (civil war
1848-1851) did not solve the problem
that had been the cause of the war. The
Danish politicians had not given up
incorporating the Duchy of Schleswig
into the Kingdom of Denmark. Their
slogan was "Denmark to the Eider“
(border river – between Holstein and
Schleswig). Therefore, the Danish
government carried out a revision of the
constitution in November 1863 - the so-
called November Constitution - which
the new king, Christian IX, signed. In
praxis the constitution incorporated
Schleswig in the kingdom of Denmark,
but no one in the German
Confederation would accept this.”
The students’ conceptions of historical knowledge
The existens of true and finanal narratives about the
past
If you are a clever student you have to memorice these
narratives
My name is Jens Aage Poulsen.
I am senior lector and researcher at HistoryLab – University College Lillebaelt – Denmark.
This video-presentation is a short introduction to my paper about a didactic problem area in history teaching in elementary schools in Denmark – knowing or doing history – or problems concerning implementation of historical competencies in teaching.
Explore the complexities and obstacles faced in implementing historical competencies in teaching, as discussed by Jens Aage Poulsen, a senior lecturer and researcher at HistoryLab, University College Lillebaelt, Denmark. The content delves into competence-based curriculum, core historical competencies, methodological competencies, and investigative competencies. It also examines a research project on how historical knowledge is presented and used in teaching materials, highlighting challenges related to developing students' historical competences. Additionally, an example from Denmark after the war in 1864 showcases the intricacies of historical knowledge presentation. Understanding students' conceptions of historical knowledge, including true narratives about the past, is emphasized.
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Presentation Transcript
Implementing historical competencies in teaching challenges and obstacles Jens Aage Poulsen senior lector and researcher at HistoryLab University College Lillebaelt - Denmark jeap@ucl.dk
A competence-based curriculum competence goals Progression Areas of competence Chronology and context Working with sources Use of history
Competence-based approach core historical competencies Methodological competencies Investigative competencies Orientation competencies deal with the past and history Trigger Inspiration Andreas K rber
Competence based approach in praxis? The research project (2018-2020) how history teaching materials are used in praxis the paper will discuss: How is historical knowledge presented in learning materials, and how is it perceived, presented and used in history teaching? What are the main challenges and obstacles related to facilitating the development of students historical competences?
How is historical knowledge presented in teaching materials? an example Denmark after the war in 1864
Unfortunately, the peace agreement after the Three Years' War (civil war 1848-1851) did not solve the problem that had been the cause of the war. The Danish politicians had not given up incorporating the Duchy of Schleswig into the Kingdom of Denmark. Their slogan was "Denmark to the Eider (border river between Holstein and Schleswig). Therefore, the Danish government carried out a revision of the constitution in November 1863 - the so- called November Constitution - which the new king, Christian IX, signed. In praxis the constitution incorporated Schleswig in the kingdom of Denmark, but no one in the German Confederation would accept this.
The students conceptions of historical knowledge The existens of true and finanal narratives about the past If you are a clever student you have to memorice these narratives
