‘Just Imagine…’: Students’ Perspectives On Empathy Tasks In Secondary History Education

Tessa de Leur, Carla van Boxtel, Arie Wilschut

Research output: Contribution to journalArticleProfessional

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Abstract

Historical empathy can be helpful when learning history. However, we do not know what students do when completing an empathy-task or how they perceive this type of task. In the explorative study presented in this article, we recognized different types of empathy-tasks, we saw students showing cognitive as well as affective elements in their responses on an empathy task, and we learned that students think that empathy-tasks are mainly useful to remember facts. Students also mentioned comparing the past with the present and imagining other people’s lives as goals of empathy-tasks.
Original languageEnglish
Pages (from-to)69-84
Number of pages16
JournalInternational Journal of Historical Learning, Teaching and Research
Volume13
Issue number1
Publication statusPublished - 2015

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