Vedi metadata
I METADATI DI QUESTO DOI SONO STATI AGGIORNATI IL: 2025-07-30 15:45
Cite as
-
Titolo completo
EDUCATION SCIENCES AND SOCIETY
-
Editore
FrancoAngeli
-
ISSN
2038-9442 (Rivista Stampata)
2284-015X (Rivista Online)
-
Numero del fascicolo
1
-
Designazione del fascicolo
1
-
Data del fascicolo
2025
-
Titolo completo
Historical learning processes of primary school children in museum collections: Results of an Italian-German research project
-
Di (autore)
-
Prima Pagina
132
-
Ultima Pagina
149
-
Lingua del testo
Inglese
-
Data di publicazione
2025/06
-
Copyright
2025 FrancoAngeli srl
Descrizione principale
Dealing with multiple crises and unavoidable disasters is a current educational challenge because children are affected by environmental and climate change and economic uncertainties in the long term. Crisis-related content is usually addressed in the context of social science education in schools. In Germany, the cross-disciplinary tasks of civic education and education for sustainable development as well as multi-perspectivity in science lessons are relevant (Pech, 2009), while in Italy active citizenship is more stressed (Corradini, 2019). It remains questionable whether institutional teaching contents contribute to overcoming crises, or whether they are rather linked to social reassurance measures that conceal the fact that little is being done to change the causes. This article addresses the fact that actively dealing with crises and unavoidable disasters requires visions for the future. These can be developed in the context of historical factual learning, in which historical change is made tangible. The article presents an empirically based pedagogical approach about how these visions of the future can be developed with children and their interaction with collection objects.
Elenco citazioni del
10.3280/ess1-2025oa20283
Citazione non strutturata
Barthes R. (1985). The language of fashion. Frankfurt, Main: Suhrkamp.
Citazione non strutturata
Benjamin W. (2020). On the concept of history. Newly edited edition, Norderstedt: OFD.
Citazione non strutturata
Chistolini S. (2013). Solidarity and active citizenship learned from a natural disaster: the school experience after the May 2012 earthquake in Italy. In: Cunningham P. and Kamara A., editors, Identities and citizenship education: controversy, crisis and challenges. Lisbon: CiCe Institute for Policy Studies in Education. London Metropolitan University.
Citazione non strutturata
Chistolini S. (2015). Kindererziehung nach Giuseppina Pizzigoni. Gegenspielerin Maria Montessoris und Begründerin einer femininen
Pädagogik. Paderborn: Ferdinand Schöningh.
https://doi.org/10.30965/9783657771943
Citazione non strutturata
Chistolini S. (2021). The Pizzigoni Experimental Method in Sara Bertuzzi’s Diaries. Fundaments of Childhood Education. Newcastle upon Tyne: Cambridge Scholars Publishing.
Citazione non strutturata
Clifford J. (1997). Routes: travel and translation in the late twentieth century. Cambridge, Massachusetts: Harvard University Press.
Citazione non strutturata
Corradini L., Mari G. (2019). Educazione alla cittadinanza e insegnamento della Costituzione. Milano: Vita e Pensiero.
Citazione non strutturata
Dixson-Declève S., Gaffney O., Ghosh J., Randers J., Rockström J., Stoknes P. E., Hrsg. (2022). Earth for All. A Survival Guide for Humanity. Club of Rome. New Society Publishers: Gabriola Island.
Citazione non strutturata
Duncker L., Kremling C. (2010). Collecting as a form of early childhood world appropriation - explorative observations and interviews with preschool children. In: Fischer H.-J., Gansen P., Michalik K., editors, Sachunterricht und frühe Bildung. Bad Heilbrunn: Klinkhardt.
Citazione non strutturata
GDSU Gesellschaft für Didaktik des Sachunterrichts, editor (2013) Perspektivrahmen Sachunterricht. Completely revised and expanded edition. Bad Heilbrunn: Klinkhardt.
Citazione non strutturata
German UNESCO Commission (2023). Intangible Cultural Heritage in Germany, -- text available at the website https://www.unesco.de/orte/immaterielles-kulturerbe/.
Citazione non strutturata
Götz G. (2018). History teaching as criticism? The dispute about critical history didactics and its consequences. Journal for Didactics of the Social Sciences, 9: 61-78.
Citazione non strutturata
Hahn H. P. (2016). The invisibility of things. On two perspectives on material culture in the humanities. In: Kalthoff H., Cress T., Röhl T., editors, Materiality. Challenges for Social and Cultural Sciences. Paderborn: Fink.
Citazione non strutturata
Hahn H. P. (2020). The stubbornness of things – Introduction. In: Ders, editor, On the stubbornness of things. For a new perspective on the material world. 5th edition. Berlin: Neofelis.
Citazione non strutturata
Heinzel F. (2011). Intergenerational mediation in primary school. The end of child-centredness. Bad Heilbrunn: Klinkhardt.
Citazione non strutturata
Keidel K., Wagner B., Zehbe K-Chr. (2023a-h.). Videography [Unpublished video data]. Leipzig: University of Leipzig.
Citazione non strutturata
Krösche H. (2020). The importance of things of material culture for early historical learning. In: Barsch S. and van Norden J., editors, Historical learning and material culture. Of things and objects in historical didactics. Bielefeld: Transcript.
Citazione non strutturata
Pandel H.-J. (1987). Dimensions of historical consciousness. An attempt to make its structure discussable for empiricism and pragmatics. History Didactics. Problems, Projects, Perspectives, 2: 130-142.
Citazione non strutturata
Pratt M. L. (1999). Arts of the Contact Zone. In: Bartholomae D. and Petroksky A., editors, Ways of Reading. New York: Bedford/St. Martin’s.
Citazione non strutturata
Schede F., Dietze H. (1926). Gymnastics in the classroom. Combating sitting injuries at school. Leipzig: Quelle and Meyer.
Citazione non strutturata
Star S., Griesemer J. (1989). Institutional Ecology, ‘Translations’ and Boundary Objects: Amateurs and Professionals in Berkeley's
Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 4: 387-420, -- text available at the website https://dx.doi.org/
https://doi.org/10.1177/030631289019003001.
Citazione non strutturata
Strauss A. L., Corbin J. M. (1996). Grounded Theory: Fundamentals of Qualitative Social Research. Weinheim: Beltz.
Citazione non strutturata
Von Reeken D. (2018). Materiall sources in the classroom – criminally ignored and underestimated? Learning from history, -- text available at the website http://lernen-aus-der-geschichte.de/Lernen-und-Lehren/content/13863.
Citazione non strutturata
Wagner B. (2010). Contact zones in the museum. Children’s groups in the exhibition North American Indians. Paragrana, 2: 192-203.
https://doi.org/10.1524/para.2010.0033
Citazione non strutturata
Wagner B. (2021). Cultural education in museums: Language action in learning environments for collection objects. In: Scheunpflug A., Wulf C., Züchner I., editors, Cultural education. Edition ZfE 12., Wiesbaden: Springer VS.
Citazione non strutturata
Wagner B. (2025). Affordance and stubbornness in material culture learning processes. In: Nießeler A., Wagner B., Zehbe K.-Chr., editors, Pedagogy of material culture. Bad Heilbrunn: Klinkhardt.