Reusser
Fakultäten » Philosophische Fakultät » Erziehungswissenschaft, Institut für (per 1.2.2012 Zusammenlegung mit dem Institut für Gymnasial- und Berufspädagogik) » Prof. Dr. Kurt Reusser » Reusser
Completed research project
| Title / Titel | Teaching History and Civic Knowledge in Swiss Secondary Schools: A videobased study. | ||||||
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| Abstract (PDF, 14 KB) | |||||||
| Original title / Originaltitel | Geschichte und Politik im Unterricht: Eine videobasierte Untersuchung auf der Sekundarstufe I. | ||||||
| Summary / Zusammenfassung | In an exploratory study complementary to the mathematics VIDEO study, 60 history lessons were videotaped in 41 9th grade classes (Sekundarstufe I) in the German speaking part of Switzerland. The primary goal of the study was to draw a tentative picture of classroom methods and patterns of history teaching and learning. The collection of lesson videos was complemented by an intensive collection of context data gathered from history teachers and their students by questionnaires. The gathering of the videodata took place between October 2003 and Dezember 2004. Additionaly, an extended sample of 51 history classes (9th grade, teachers and students) as well as an additional group of 75 history teachers were interviewed by the same questionnaires. This additional group allowed to interpret the results of the videoclasses on the basis of a much larger sample. Results: By the end of the 9th school year, students’ general interest in history as well as students historical knowlegde is rather mediocre. Nevertheless, students perceive their history lessons rather positive. Video analysis reveal that history teaching is rather teacher centered. Students were given only a small amount of time to work by their own, to come up with own ideas, own projects etc. Rich learning materials were used in the videotaped lessons. However, a lot of the used materials could not been traced back. For the teachers, the teaching of content is much more important than the teaching of procedures and critical thinking. No differences could be found regarding school track, teacher education or professional experiences. Weitere Informationen |
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| Publications / Publikationen | Moser, D.V. & Waldis, M. (2005). Analyse des processus pédagogiques en histoire et en éducation à la citoyenneté. Un projet de recherche basé sur l’utilisation de la vidéo dans les cantons suisses d’argovie, de berne et de zurich. Cartable de clio (5), S. S. 291 – 299.Waldis, M., Gautschi P., Hodel, J. & Reusser, K. (2006). Die Erfassung von Sichtstrukturen und Qualitätsmerkmalen im Geschichtsunterricht. Methodologische Überlegungen am Beispiel der Videostudie „Geschichte und Politik im Unterricht“. In: Hilke Günther-Arndt, Michael Sauer, Geschichtsdidaktisch empirisch. Untersuchungen zum historischen Denken und Lernen. Münster.Hodel, J., Waldis, M. (2007). Was unterscheidet Geschichtsunterricht von Politischer Bildung? Erfahrungen der schweizer Videostudie „Geschichte und Politik im Unterricht“. In: GPJE (Hrsg.) Wirkungsforschung zur poltischen Bildung im europäischen Vergleich. Schwalbach/Ts.: Wochenschau Verlag.Gautschi, P., Moser, D.V., Reusser, K., Wiher, P. (2007). Geschichtsunterricht heute. Eine empirische Analyse ausgewählter Aspekte. Bern, h.e.p. Verlag. |
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| Keywords / Suchbegriffe | Didaktik, Empirische Unterrichtsforschung, Geschichtsunterricht, Geschichte lernen, Videostudie | ||||||
| Project leadership and contacts / Projektleitung und Kontakte |
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| Funding source(s) / Unterstützt durch |
Other Public Sources (e.g. Federal or Cantonal Agencies) |
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| In collaboration with / In Zusammenarbeit mit |
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| Duration of Project / Projektdauer | Jul 2002 to Aug 2007 |