Multi-perspective teaching principles in a History course

Abstract

Aim: This paper explores the integration of modern technologies and methodologies to support multi-perspective thinking in history teaching. In the rapidly evolving field of history education, adopting a multi-perspective approach is essential for developing students’ critical, creative, and autonomous thinking. This approach involves shifting the focus from a traditional, monolithic view of history to one that embraces diverse viewpoints, enhancing learners’ abilities to analyze and interpret historical events from multiple angles. The study highlights the challenges and benefits of this approach, including problem-based learning, comparative analysis, and cultural communication. Methods: A case study conducted with 11th-grade students illustrates the practical application of these methods, demonstrating the effectiveness of multi-perspective analysis in deepening students’ understanding of historical events. Additionally, a survey among teachers assesses the practical challenges and perceived benefits of implementing multi-perspective techniques in history education. Results: The implementation of multi-perspective thinking principles in history lessons led to increased student interest and active engagement. Teachers observed deeper inquiry, enhanced classroom participation, and connection with diverse historical viewpoints, suggesting that the approach effectively promotes critical engagement with history content. Conclusion: The findings underscore the importance of technological and methodological innovation in fostering a more nuanced and comprehensive understanding of history.