THE NEED FOR AND PRIORITY PRINCIPLES OF DEVELOPING HISTORICAL THINKING OF PRE-SERVICE HISTORY TEACHERS THROUGH VIRTUAL MUSEUMS
Keywords:
virtual museum, historical thinking, pre-service history teacher, pedagogical principle, historical source analysis, historical empathy, methodological transformation, digital heritage.Abstract
The article substantiates the need to develop the historical thinking of pre-service history teachers through virtual museums, taking into account social, regulatory, theoretical, practical-methodological and professional-pedagogical factors. Historical thinking is treated not as an auxiliary tool of professional competence but as an independent goal of the educational process. Based on a comparative and critical analysis of the concepts of S.Wineburg, P.Seixas and T.Morton, and B.VanSledright, the SCIM-C strategy, the TPACK model and the DigCompEdu framework, seven priority principles for developing historical thinking in a virtual museum environment are proposed: goal priority, analysis of the exhibit as a historical source, contextuality and historical empathy, multiperspectivity and comparison, activity and gradual independence, professional-methodological transformation, and reflexivity with criterion-based assessment. The ways of implementing these principles are shown through a pedagogical model comprising exhibit–source analysis, methodological transformation, virtual excursion and quest design, and reflection and assessment blocks.
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