Miriam Viršinská, History education according to the 1849 Entwurf and history teaching at the first Slovak grammar school in Vel’ká Revúca in the 1860s in the Kingdom of Hungary

Abstract: The present text deals with history education according to the 1849 Entwurf and its application in history teaching at the first Slovak grammar school that was established in 1862 in Veľká Revúca (now Revúca). By way of introduction, the author emphasizes that, paradoxically, researching and analyzing history education in Slovakia throughout Slovak history remains one of the most neglected areas of Slovak historiography. The study aims to contribute to clarify this hitherto empty area. The Entwurf was a law passed by the Minister of Education and Religion, Leo Thun, shortly after the revolution of 1848/1849, that brought about an important change in the way history was taught in the Kingdom of Hungary. In fact, it introduced into the secondary education system of the kingdom a subject previously unseen, which integrated 2 hitherto separate subjects: geography and history, thus going against the customs and traditions of education in the Kingdom of Hungary. On the other hand, it was also the first time Slovak Evangelicals of the Augsburg Confession had the opportunity to establish a grammar school within the kingdom, at which Slovak was the language of instruction. In the 2nd part of this study, the author describes the origins of the first Slovak grammar school and discusses history teaching model in this establishment.

Piotr Podemski, Spór o Muzeum Faszyzmu w Predappio. Public history in situ po włosku (The Predappio Museum of Fascism debate. Public history in situ all’italiana)

Abstract: The Museum of Fascism in Predappio was never inaugurated, and yet an animated debate around its project constitutes a prime source material for public history scholars, not only in relation to Italy. The author discusses the status of Benito Mussolini’s home town as a “sanctuary of fascism” in contemporary Italy, tolerated by the state. He subsequently outlines the project of the museum in question as well as the lines of argumentation by both sides of the national debate on the topic. While explaining the reasons why the Predappio project was finally abandoned, the author argues that this debate is a remarkable example of what John Foot has defined as “Italy’s divided memory”.

Mariola Olejniczak, „O wiele rzeczy za dużo, by zmieścić w tak małym pudełku” – muzeum w ciągłym procesie zmian („Too many things to hold in such a small box” – museum in constant process of change)

Abstract: An article briefly presents how deep changes occur in the functioning of institutions of culture like museums. It pays particular attention to a paradigm shift from object-centered to one valuing a customer experience. It discusses two educational programs as an example of abandoning the ”temple model” in favor of a new direction focused on inspiring creative activity and participation in creating culture rather than designing activities only for the educated middle and upper class.

Joanna Bugajska-Więcławska, Strategie nauczania w dysfunkcjach na lekcjach historii i WoS. Wybrane zagadnienia (Teaching strategies of children with dydfunctions in history and social studies. Selected issues)

Abstract: The problem of difficulties encountered by pupils with dysfunctions during their history and social studies lessons is discussed in this article. The principal method of assessing the cognitive capabilities and competences of those children which was employed in this paper is the analysis of narrative and logical-abstract competences of those children, including the ability to order the studied material. The text is based on research and observations made by the author as well as materials on the problem prepared for the course „A pupil with special educational needs in history and social studies lessons” conducted by the author.

Agnieszka Konik, Joanna Szady, Animacja filmowa a edukacja. „Podwójnie wolne. Prawa polityczne kobiet 1918” jako źródło wiedzy o ruchu emancypacji kobiet na przełomie XIX i XX wieku (Animated Film and Education. „Liberated Twice. The Political Rights of Women 1918” as a Source of Knowledge about the Women’s Emancpation Movement at the Turn of the 19th and 20st century)

Abstract: The article presents the specificity of animated movie “Liberated Twice. The Political Rights of Women 1918” dedicated to the issues of the women’s emancipation movement in the 19^th and early 20^th century. The educational merits of the film rely on a catchy content and an interesting idea of visualization. The subject matter and artistic form of the film are considered in the present study in the context of the demand for female themes in school history education. The answer to this need is a developed set of teaching aids, which are designed to improve the reception of the film by the students. The teaching aids include lesson scenarios as well as support and supplementary materials intended for students of different age. Taking into account the heterogeneous educational level of users, an appropriately selected pool of didactic methods and strategies was proposed to achieve the goals set in the scenarios. The film, together with the kit of teaching aids, is a valuable offer intended for use in school and non-school environments.

Dorota Wiśniewska, Papierowy i elektroniczny. O potencjale dwóch typów podręczników do nauki historii (Paper and digital. Abount the potential of two types of history textbooks)

Abstract: The article compares paper and digital textbooks in terms of their functionality in the framework of school classes, as well as self-study. My conclusions are based on the analysis of history textbooks for students of general secondary schools/technical secondary schools published in recent years and digital resources available on the Integrated Learning Platform (Zintegrowana Platforma Edukacyjna) run by the Polish Ministry of Education and Science. I concentrate on such aspects as the structure and volume of textbooks, ways of implementing the material, navigation and searching for information, activities, accessibility and audience reach, effectiveness of learning from paper and screen. I encourage to use the potential of both types of textbooks and to involve students in the education-planning process.

Anita Młynarczyk-Tomczyk, Portfolio i e-portfolio jako wsparcie osobistego rozwoju studentów specjalności nauczycielskiej (Portfolio and e-portfolio as a support for the personal development of students specializing in teaching)

Abstract: The portfolio, which is a compilation of different forms of educational evidence, can be a simple and universal method of improving the competences of a teacher or a student and documenting such improvement at different levels of education. It may come in various forms and thus consist of different elements. This method has been present in Polish schools for many years. It has even appeared in academic education and proved successful; thus, it serves as an example of good practice of work with students, including those preparing for the teaching profession. The article aims to present the author’s personal reflections from the practice of using this educational method in working with students who specialize in teaching. The portfolio, including materials that might be useful in future professional work, when properly selected, may become indispensable in the difficult period of adaptation to the teaching profession. It can also be the starting point for a student’s e-portfolio, in which they may document their own learning and development process in the long term.

Jacek Szymala, Letspleje: edurozrywka i historia w działaniu. W stronę performatycznego modelu dydaktyki (Letspays: education and history in action. Towards a performative model of teaching)

Abstract: Letsplays, i.e. short videos from computer games, can be used in teaching. The history teacher may propose a passive form (watching online letsplays of historical games) or an active form (the students themselves tell a story using the graphics of a computer game, creating a letsplay). This form can be used both for staging real events of the past and visualizing battles or playing dialogues of historical figures, as well as for creating alternative stories, and thus developing students’ historical thinking. In this article, using the experiences and materials obtained during practical exercises with cadets, I propose to combine the definition of “history in action” with performative theories (especially using the concept of Jon McKenzie) in order to outline possible directions of a performative direction in the development of education.

Tetiana Melnychuk, Oleksandr Neprytskyi, Gra dydaktyczna Travel-Quest „Kraj-U” – z doświadczeń działalności laboratorium dydaktyczno-metodologicznego „Inspiration Club” Państwowego Uniwersytetu Pedagogicznego im. M. Kociubińskiego w Winnicy, Ukraina (Educational game Travel-Quest „Country-U”. Based on the experience of the educational and methodological laboratory „Inspiration Club” of Vinnitsa Mykhailo Kociubinski State Pedagogical University, Ukraine)

Abstract: The article is dedicated to the experience of creating educational games in the historical and legal space of the „Inspiration Club” at the Faculty of History of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the most representative author’s games is the Travel Quest „Country-U”, which was positively received by both students and teachers of the city of Vinnytsia, Vinnytsia region and Ukraine. This is an innovative, entertaining and intellectual game for high school students, college students and anyone who wants to deepen their knowledge about Ukraine. As a result of the exciting trip, its participants will learn many interesting facts about the history of Ukraine, its economy, geography, literature, culture and sports. The introduction of online learning during the COVID 19 pandemic (and the digitization of the learning system in general) showed that it is expedient to modernize didactic games designed for classroom classes in the direction of the possibilities of asynchronous interactive application and the creation of a virtual educational environment.

Aleksandra Baran, Marcin Gnat, Mariusz Ausz, Uczeń w wirtualnej rzeczywistości (Student in virtual reality)

Abstract: The article was inspired by problems caused by the transition to distance education, visible in Polish educational institutions. For many years, schools have been paying attention to the negative aspects related to the use of the Internet; access to pornography, social media addiction, FOMO syndrome, cyberbullying, phishing, deepfake, fake, etc. Cyberspace has become a part of the lives of children and teenagers, so teachers should prepare them to use the Internet in a way that will stimulate their development. The curriculum in the digital age must be expanded with issues such as: fake news verification, using mobile applications, being an e-citizen, e-volunteering, as well as obtaining and selecting scientific information from websites. Education in the field of the above topics may result in perception of school among students as a modern entity, able to provide them with both theoretical knowledge and practical skills, allowing them to enter adulthood more easily.

Artur Bilski, Technologia informacyjna jako narzędzie osiągania celów – kilka refleksji nauczyciela-praktyka (Information technology as a tool to achieve goals – remarks of a practicing teacher)

Abstract: This article presents comments on distance learning during the pandemic. It describes both positive and negative effects of this form of work with students.

Grzegorz Mroczek, Kilka propozycji nieszablonowych działań na lekcjach historii – refleksje praktyka (A few proposals of unconventional activities during history lessons – remarks of a practicing teacher)

Abstract: Students returned to schools after the pandemic. The time of distance learning not only has led to numerous changes in the methodology of teaching history, but also influenced the cognitive abilities of students, their ability to concentrate, and the motivation to systematically acquire knowledge. Therefore, teachers had to start teaching in such a way that the children would not only listen to them, but above all would want to expand their knowledge. The most important effort to meet the students’ needs was to understand the world in which they live, and therefore – to use tools and methods of work that would transform education into one focused on the student, not on the teacher. The talent to convince students that they should not be afraid to ask questions has become the most important skill of a teacher. In addition, modern teacher should reach for non-standard solutions, surprising for the student, but also close to him – nowadays, visual thinking, using applications, internet portals and many others have become necessities. It all starts with an idea of an unconventional lesson.

Joanna Nowosielska-Sobel, Barbara Techmańska, Karol Sanojca, Pracownicy Instytutu Historycznego Uniwersytetu Wrocławskiego wobec wyzwań nauczania zdalnego (Employees of the Historical Institute of the University of Wroclaw in the face of challenges of distance learning)

Abstract: The article discusses the results of a survey conducted among employees of the Historical Institute of the University of Wrocław and examining experiences related to distance learning during the pandemic (winter semester 2021/2022). The issue of the quality of teaching and the possibility of obtaining learning outcomes included in the syllabuses of the subjects was raised. On this occasion, efforts were made to diagnose the satisfaction, needs and expectations of the employees. The study covered not only the experience of remote education, but also its comparison with the classroom form of teaching before the pandemic. The survey highlighted some gaps in the equipment as well as technical skills. Despite the generally critical attitude towards remote learning, its positive and useful educational elements were also noticed, and proposals were made to mobilize students with various additional activities.

Moja dydaktyka, moje fascynacje, mój Wrocław – rozmowa z prof. Grażyną Pańko przeprowadzona przez Małgorzatę Skotnicką-Palkę (My didactics, my fascinations, my Wroclaw – an interview with prof. Grażyna Pańko held by Małgorzata Skotnicka-Palka)

Abstract: Grażyna Pańko, professor emeritus of the University of Wrocław, long-term (1986–2019) head of the Department of Didactics of History and Social Studies at the Institute of History of the University of Wrocław, recalls her teaching experiences, family, studies, historians who influenced her life, as well as living and working conditions in Wroclaw.