Andere Kunden interessierten sich auch für
![Overcoming Conflict]( "Overcoming Conflict")
Overcoming Conflict112,99 €![Teaching and learning history in terms of time and space]( "Teaching and learning history in terms of time and space")
Teaching and learning history in terms of time and space24,99 €![Reference Handbook of American History by the Library Method for Secondary Schools]( "Reference Handbook of American History by the Library Method for Secondary Schools")
Reference Handbook of American History by the Library Method for Secondary Schools20,90 €![Secondary school in the Nazi era & immediate post-war period (1938-1948)]( "Secondary school in the Nazi era & immediate post-war period (1938-1948)")
Secondary school in the Nazi era & immediate post-war period (1938-1948)29,99 €![Apprentissage de l'histoire dans les écoles secondaires - Méthodologies pibidiennes]( "Apprentissage de l'histoire dans les écoles secondaires - Méthodologies pibidiennes")
Apprentissage de l'histoire dans les écoles secondaires - Méthodologies pibidiennes23,99 €![Apprendimento storico nelle scuole secondarie - Metodologie pibidiane]( "Apprendimento storico nelle scuole secondarie - Metodologie pibidiane")
Apprendimento storico nelle scuole secondarie - Metodologie pibidiane23,99 €![Nauka historii w szko¿ach ¿rednich - metodologie pibidia¿skie]( "Nauka historii w szko¿ach ¿rednich - metodologie pibidia¿skie")
Nauka historii w szko¿ach ¿rednich - metodologie pibidia¿skie23,99 €
The aim of this work is to present the forms of historical learning promoted through the actions developed in the Pibid History subproject, in the first years of secondary school at Colégio João XXIII - Irati-PR, in 2015. The way in which this Historical Learning is approached here takes as its main axis the perspective of the German historian Jörn Rüsen. The aim of the research is to emphasise the importance of using diversified methodologies, combining theory and practice, in the learning process as fundamental to the best performance and understanding of students in the classroom. The study was based on the analysis of a 10-question questionnaire applied to the students, with three themes that intertwined: secondary education, history teaching and Pibid. The answers provided revealed the concept of historical awareness present in young people's learning, where education is seen by them as a fundamental stage for the future and a taste for history through the implementation of methodological activities.