'No, No, the Cold War Was Not That Dramatic': A Case Study on the Use of a Drama Task to Promote Dutch Secondary School Students' Historical Imagination

Autor/inn/en	de Leur, Tessa; van Boxtel, Carla; Huijgen, Tim
Titel	'No, No, the Cold War Was Not That Dramatic': A Case Study on the Use of a Drama Task to Promote Dutch Secondary School Students' Historical Imagination
Quelle	In: History Education Research Journal, 18 (2021) 1, S.28-45 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (de Leur, Tessa) ORCID (van Boxtel, Carla) ORCID (Huijgen, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2631-9713
Schlagwörter	Foreign Countries; Secondary School Students; Group Discussion; Films; Case Studies; Drama; Task Analysis; History Instruction; Imagination; Foreign Policy; International Relations; Student Attitudes; Teaching Methods; Empathy; Comparative Analysis; Educational Benefits; Role Playing; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Gruppendiskussion; Film; Case study; Fallstudie; Case Study; Schauspiel; Aufgabenanalyse; History lessons; Geschichtsunterricht; Außenpolitik; Internationale Beziehungen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Empathie; Bildungsertrag; Rollenspiel; Niederlande
Abstract	Imagining what it was like to live in the past may help secondary school students to understand historical developments and situations. In this case study, the opportunities of a drama task are explored by using a mixed-method approach. In small groups, Dutch 14-15-year-old students examined historical sources and produced a short film clip on daily life in the Netherlands during the Cold War. Results indicated that both the students and their teacher perceived the drama task as motivating. The group discussions were rich in on-task utterances, and the students reported that they thought the task was valuable for gaining insight into thoughts and feelings of people in the past. However, the clips were relatively poor in information, and the assessment proved to be a challenge for the teacher. (As Provided).
Anmerkungen	UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01