The treatment of the Munich Agreement in British and German textbooks: content analysis and comparison

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F20%3AA21026N0" target="_blank" >RIV/61988987:17450/20:A21026N0 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.ped.muni.cz/cphpjournal/1220201/9.pdf" target="_blank" >https://www.ped.muni.cz/cphpjournal/1220201/9.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/cphpj-2020-009" target="_blank" >10.5817/cphpj-2020-009</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The treatment of the Munich Agreement in British and German textbooks: content analysis and comparison

Popis výsledku v původním jazyce

This paper presents the results of a qualitative content analysis and comparison of British and German history textbooks for secondary schools, focusing on the textbooks’ treatment of the Munich Agreement. The research explored the overall concept applied to the treatment of this subject, the length of the text, the selection of factual data, the use of historical sources (including iconographic sources), types of learning tasks, the use of various didactic elements (cartograms, diagrams, timelines), and topics for problem-based and project-based teaching. The results of the analysis show that the topic of the Munich Agreement is treated much more thoroughly in the British textbooks – in terms of the quantity of information, the use of didactic resources stimulating critical thinking and argumentation skills, problem-based teaching, creative activities and inquiry-based activities; the controversial policy of appeasement lies at the centre of attention. By contrast, the German textbooks mostly restrict themselves to brief factual information, with only a limited number of educational activities.

Název v anglickém jazyce

The treatment of the Munich Agreement in British and German textbooks: content analysis and comparison

Popis výsledku anglicky

This paper presents the results of a qualitative content analysis and comparison of British and German history textbooks for secondary schools, focusing on the textbooks’ treatment of the Munich Agreement. The research explored the overall concept applied to the treatment of this subject, the length of the text, the selection of factual data, the use of historical sources (including iconographic sources), types of learning tasks, the use of various didactic elements (cartograms, diagrams, timelines), and topics for problem-based and project-based teaching. The results of the analysis show that the topic of the Munich Agreement is treated much more thoroughly in the British textbooks – in terms of the quantity of information, the use of didactic resources stimulating critical thinking and argumentation skills, problem-based teaching, creative activities and inquiry-based activities; the controversial policy of appeasement lies at the centre of attention. By contrast, the German textbooks mostly restrict themselves to brief factual information, with only a limited number of educational activities.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Czech-polish historical and pedagogical journal

ISSN

1803-6546

e-ISSN

—

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

16

Strana od-do

91-107

Kód UT WoS článku

000594633200009

EID výsledku v databázi Scopus

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