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Epistemická přesvědčení v dějepise

100%
Ripka V., Sýkorová P.
Historie – Otázky – Problémy (History, Issues, Problems)
|
2023
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vol. 15
|
issue 2
55-72
EN
The theory of epistemic beliefs has proven valuable in advancing history education through inquiry-based learning. This study uses mixed methods to examine teachers’ epistemic beliefs in the History+ project. New analytical terms are proposed to differentiate the depth and situatedness of epistemic beliefs in order to address the discrepancies between the theory and the new findings, and a set of hypotheses is put forward to enhance the theory.
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Historická gramotnost v aplikaci HistoryLab: realistický přístup k osvojování didaktické teorie dějepisu

81%
Činátl K., Najbert J., Ripka V.
Historie – Otázky – Problémy (History, Issues, Problems)
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2021
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vol. 13
|
issue 2
50-70
EN
The study summarizes the experience of the team that developed the HistoryLab digital application for working with sources (during 2016–2021) that included authors of this text. Analytical data and experience from the ongoing verification of educational software are used to reflect on a key problem of historical education in the Czech Republic: the tension between didactic theory and pedagogical practice. In conclusion, the authors propose three models of perceptual transmission of theory based on verification in school practice.
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