TY - JOUR
T1 - ‘Just Imagine…’: Students’ Perspectives On Empathy Tasks In Secondary History Education
AU - de Leur, Tessa
AU - van Boxtel, Carla
AU - Wilschut, Arie
PY - 2015
Y1 - 2015
N2 - 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.
AB - 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.
KW - onderzoek
KW - geschiedenis
KW - empathie
UR - https://www.history.org.uk/publications/categories/international-journal-of-historical-learning
UR - https://www.history.org.uk/publications/resource/8728/the-international-journal-volume-13-number-1
M3 - Article
SN - 1472-9466
VL - 13
SP - 69
EP - 84
JO - International Journal of Historical Learning, Teaching and Research
JF - International Journal of Historical Learning, Teaching and Research
IS - 1
ER -