Flagship of International History Didactics: The Yearbook of the International Society of History Didactics

Fodor Richárd-Tóth Judit - 2023 - HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ) - 

In the third decade of the 21st century, the limitation of information has been replaced bythe difficulty of selecting freely available information. Useful and irrelevant knowledge isavailable in enormous quantities on the online storage of increasingly growing servercapacities. The world of education and history didactics are no exception either. Students,teachers and researchers share the need for key reference points that are solid in this fieldof science. As a discipline introducing sources and traces of the past and activities withhigher order cognitive tasks, history didactics can be a promoter of the effective informationselective process.Our study investigates the role and trends of the International Journal of Research on HistoryDidactics, History Education and History Culture over the past decade and provides thereader with a mosaic of the most recent themes and approaches in the discipline.The most important objective of our research is the detailed portrayal and analysis of thejournal and outlining the key professional workshops, authors, current directions and issuesof history didactics.As an annex to the study, we have created a thematic repertory containing the open-accessonline writings of the journal archive between 2010 and 2021, thus allowing for thematicaggregation.

Compass to New Paths in History Teaching

Fodor Richárd - 2022 - Kaposi J., Szőke-M E. (2022) Teaching and learning in the Digital Age, PPKE BTK VJTK, Budapest.

The world is constantly changing, a new generation appears in the classrooms, new chal- lenges arise and educators do not have the luxury of providing the same answers and solutions to the upcoming debates and questions. This paper aims at introducing and summarizing new approaches, strategies, and methods of history teaching. First of all, I summarize the roots and approach of a multiperspective history view. Secondly, I intro- duce the most significant concepts and definitions of history didactics. Thirdly, I suggest new methods for the history classroom based on international practices, and I recom- mend a practical scheme for promoting learning tasks which potentially develop histor- ical thinking in face-to face education and the online world as well. Finally, the paper includes an example activity module of a blended learning activity collection.