Different ways of presenting historical events in history textbooks from the Czech Republic and other countries: The 1938 Munich crisis

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F21%3AA2202C0T" target="_blank" >RIV/61988987:17450/21:A2202C0T - isvavai.cz</a>

Výsledek na webu

<a href="https://ishd.co/index.php/jhec-journal/current-issue/" target="_blank" >https://ishd.co/index.php/jhec-journal/current-issue/</a>

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Different ways of presenting historical events in history textbooks from the Czech Republic and other countries: The 1938 Munich crisis

Popis výsledku v původním jazyce

This paper presents the results of a comparative analysis of history textbooks from the Czech Republic and other countries, focusing on the different ways in which they present a particular historical event – the Munich crisis of 1938. The analysis traced the changing ways in which this key event has been presented and interpreted in Czech textbooks published during the past three decades. The paper also explores how the Munich crisis is presented and evaluated in textbooks from several other European countries. The research used the method of qualitative content analysis; the criteria for comparison included the length of the texts, the factual information selected for presentation (people, dates etc.), the interpretation and evaluation of the historical events, work with historical sources, the use of didactic media, and the overall standard of the didactic tools used in the presentation of the Munich crisis (learning tasks, tasks for problem-based and project-based teaching, etc.).

Název v anglickém jazyce

Different ways of presenting historical events in history textbooks from the Czech Republic and other countries: The 1938 Munich crisis

Popis výsledku anglicky

This paper presents the results of a comparative analysis of history textbooks from the Czech Republic and other countries, focusing on the different ways in which they present a particular historical event – the Munich crisis of 1938. The analysis traced the changing ways in which this key event has been presented and interpreted in Czech textbooks published during the past three decades. The paper also explores how the Munich crisis is presented and evaluated in textbooks from several other European countries. The research used the method of qualitative content analysis; the criteria for comparison included the length of the texts, the factual information selected for presentation (people, dates etc.), the interpretation and evaluation of the historical events, work with historical sources, the use of didactic media, and the overall standard of the didactic tools used in the presentation of the Munich crisis (learning tasks, tasks for problem-based and project-based teaching, etc.).

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

60101 - History (history of science and technology to be 6.3, history of specific sciences to be under the respective headings)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

International Journal of Research on History Didactics, History Education and History Culture (JHEC)

ISSN

1608-8751

e-ISSN

2567-1014

Svazek periodika

42

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

22

Strana od-do

27-49

Kód UT WoS článku

—

EID výsledku v databázi Scopus

999