DescriptionPerforming the past? Benefits and challenges of a drama task in history education
Imagining how it was like to live in the past may help students to understand historical developments and situations. In secondary history education, imagination activities mostly are limited to writing tasks. In this case study, the opportunities of a drama task are explored. Students in small groups examined historical sources and produced a short film clip as an answer to a historical question. Adopting a mixed-method approach, data included observations, interviews, a questionnaire, learner reports, a retention test, group journals and the assessment of the produced clip. 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 exercise of imagining the past was valuable for learning history and gaining insight in thoughts and feelings of people from the past. However, the clips were relatively poor in information.
|Periode||12-aug-2019 → 16-aug-2019|
|Mate van erkenning||International|