History didactic competence models

History didactic competences refer to domain-specific skills and abilities ( competence (pedagogy) ) in dealing with all kinds of sources from the past and also current evidence of historical culture . They enable an autonomous, critical and verifiable handling of the various types of sources. They also enable them to draw conclusions and form judgments, as well as the willingness to do this in different situations. History-didactic competence models represent the attempt to systematically describe such competencies and to make them applicable for research and teaching.

The importance of competencies in history teaching

In an overview of the competency model, Gautschi, Hodel and Utz state that historical learning leads to individuals knowing what importance is to be attached to a selected historical content. Furthermore, individuals can know how this selected historical content relates to other historical content and what consequences it had, has or could have for the individual or social present and future. In order to successfully practice this "historical learning", individuals need competencies.

There is no consensus within history didactics as to which competencies are considered important for teaching and which are not. For this reason, mainly since the PISA study of 2001, various competence models have been published within a few years, all of which define their own historical competencies.

As far as the acquisition of the individual competencies is concerned, Pandel explains: “Competencies of a subject are not problem-solving abilities that stand side by side and that can be expanded at will, but rather form a relationship that references one another. Such competence systems can be described in models. " Five models are presented below.

US Competency Model (1996)

The US Standards for Historical Thinking in Schools were revised in 1996 by the University of California 's National Center for History in the Schools and with the advice of the National Council for History Education. History teachers, historians, state social scientists, officials from the Ministry of Education, interest groups and parents were involved in the drafting.

The five history awareness standards define in the sense of outcome-based learning (for example: competence-oriented teaching) the competencies that learners should learn in history lessons. They do not provide a teaching structure, but are available to the teachers as points of orientation.

Five standards of the US competency model:

• Chronological thinking ( Chronological Thinking )
• Historical understanding ( Historical Comprehension )
• Analysis and Interpretation ( Historical Analysis and Interpretation )
• Search competence ( Historical Research Capabilities )
• Analysis of historical problems and decision-making ( Historical Issues-Analysis and Decision-Making )

Competence model of FUER historical awareness (2000)

The promotion and development of reflected historical consciousness (FOR historical consciousness) is based on a process model of historical thinking , which is composed of re-construction and de-construction . Re-construction is the synthetic development of a narrative based on historical questions and methods. De-construction, on the other hand, is the analysis of existing historical representations.

A distinction is made between the following four competencies:

• Historical question competence means the formulation of one's own as well as the understanding of existing historical questions.
• Historical methodological competence describes the ability to develop historical narration.
• Historical orientation competence enables one to find one's way within subjective and collective time experience.
• Historical competence is divided into conceptual and structuring competence and forms the basis of the historical discourse.

The lack of empirical basis and the complexity of the FUER model are criticized.

Competence model according to Hans-Jürgen Pandel (2005)

For Hans-Jürgen Pandel , historical learning is not limited to school, but can be used in everyday life . This ability is the basis for dealing with new situations, controversies and debates.

The primary competencies are :

• Genre competence: Ability to deal with text genres in the subject area of history and to assess their informative value.
• Interpretation skills: ability to make sense of written and visual signs.
• Narrative competence: Ability to create a story from time-differing events by creating meaning, while narrating a process.
• Historical cultural competence: Ability to apply scientific logic and rationality to culturally based productions.

Competence model according to Peter Gautschi (2009) et al.

If one follows Jörn Rüsen's assessment, which says that successful historical learning is dependent on the ability to "make sense of time experiences in a certain way through historical narration", then the learners must have "narrative competence" in order to "historical learning " to dominate. In other words: Successful historical learning is expressed in meaningful, understandable "historical narration". Developing this "narrative competence" is the central learning goal of history lessons.

Competencies serve the learners to cope with the problems that arise in the encounter with the universe of the historical. The competencies are therefore prerequisites for "historical learning" and at the same time a result of it. All areas of competence must be trained, applied and differentiated based on historical content. Historical content forms "the substrate on which skills can be acquired and developed and on which they come to fruition".

Gautschi (2009) distinguishes between :

• an indexing competence for historical sources and representations (factual analysis)
• an interpretation competence for the development of historical factual judgments
• an orientation competence for forming value judgments and
• a perceptual competence for changes in time

Competence model of the German Association of History Teachers (2010)

The competence model of the Association of History Teachers in Germany (VGD) includes three competencies that together make up historical competence: subject competence , interpretation and reflection competence and methodological media competence.

• The professional competence requires the learners to know historical facts and historical-cultural references as well as to be able to place them in time and space.
• The ability to interpret and reflect deepens this ability in that historical facts can also be interpreted and assessed.
• At the same time, methodological media competence requires dealing with media and work processes in order to gain historical knowledge. The last two competencies mentioned have two predefined development levels, from the initial basic level to an advanced level.

The German Association of History Teachers has also made individual epochs (into ancient , medieval , early modern times , 19th century , Weimar Republic and National Socialism , German history since 1945 ) and defined the various competencies more precisely for each epoch.

literature

• Holger Thünemann : Problems and Perspectives of the History Didactic Competence Debate. In: Saskia Handro / Bernd Schönemann (eds.): Learn from history? White spots in the competence debate. Lit, Berlin 2016, pp. 37–51, ISBN 978-3-643-13402-8 .
• Markus Bernhardt / Mareike-Cathrine Wickner: Turning narrative competence upside down. Language education as a concept of university history teacher training. In: Claudia Benholz et al. (Ed.): German as a second language in all subjects. Concepts for teacher education and teaching. Klett, Stuttgart 2015, pp. 281-296, ISBN 978-3-12-688065-7 .
• Marko Demantowsky : Beyond the consensus of competence. In: Saskia Handro / Bernd Schönemann (eds.): Learn from history? White spots in the competence debate. Lit, Berlin 2016, pp. 21–35, ISBN 978-3-643-13402-8 .

Individual evidence

1. ↑ ^{a b c} Peter Gautschi: Good history lessons. Basics, findings, tips . Wochenschau, Schwalbach im Taunus 2009, p. 60 .
2. ↑ Hans-Jürgen Pandel: History didactics A theory for practice . Schwallbach 2013, p. 207-213 .
3. ↑ Hans-Jürgen Pandel: History didactics A theory for practice . Schwalbach 2013, p. 214 .
4. ^ National Center for History in the Schools: National Standards for History. Basic Edition. 1996, accessed on November 3, 2016 . 
5. ^ Schwarz, Gretchen and Lee Ann Cavener: Outcome-Based Education and Curriculum Change: Advocacy, Practice and Critique . In: Journal of Curriculum and Supervision . tape 4 , no. 9 , 1994, pp. 326-338 .
6. ^ National Center for History in the Schools: National Standards for History. Basic Edition. 1996, accessed on November 3, 2016 . 
7. ↑ Schreiber, Waltraud: A competence structure model of historical thinking . In: Waltraud Schreiber / Andreas Körber / Bodo von Borries u. a. (Ed.): Historical thinking . 2006, p. 198-212 .
8. ↑ Research project for the promotion and development of reflected historical awareness. Retrieved November 3, 2016 . 
9. ↑ Hans-Jürgen Pandel: History lessons according to PISA. Competencies, educational standards and core curricula. Newsreel, Schwallbach 2005.
10. ↑ ^{a b} Jörn Rüsen: Historical learning. Fundamentals and Paradigms . 2nd, revised and expanded edition. Wochenschau Verlag., Schwalbach / Ts. 2008, p. 75 .
11. ↑ ^{a b} Michele Barricelli: Students tell stories. Narrative competence in history lessons . Wochenschau Verlag., Schwalbach / Ts 2005, p. 8 .
12. ↑ Körber, Andreas: Competencies in historical thinking. A structural model as a contribution to competence orientation in history didactics . Ed .: Körber, Andreas / Schreiber, Waltraud / Schöner, Alexander. Ars Una (Competencies: Basics - Development - Promotion; 2), Neuried 2007, p. 142 .
13. ↑ Peter Gautschi: Good history lessons . Newsreel, Schwalbach / Ts. 2009, ISBN 978-3-89974-516-0 , pp. 51 .
14. ^ Karl-Ernst Jeismann: Basic questions in history lessons. In: ders. / Günter C. Behrmann / Hans Süssmuth (Ed.): History and Politics. Didactic foundation of cooperative teaching. Paderborn 1978, pp. 179–222, here p. 193.
15. ^ Karl-Ernst Jeismann: Basic questions in history lessons. In: ders. / Günter C. Behrmann / Hans Süssmuth (Ed.): History and Politics. Didactic foundation of cooperative teaching. Paderborn 1978, pp. 179-222.
16. ^ Karl-Ernst Jeismann: Basic questions in history lessons. In: ders. / Günter C. Behrmann / Hans Süssmuth (Ed.): History and Politics. Didactic foundation of cooperative teaching. Paderborn 1978, pp. 179-222.
17. ^ Association of History Teachers in Germany: Educational standards in history (secondary level I). Competence model and synoptic representation of the competencies and mandatory content of history lessons. (No longer available online.) September 29, 2010, archived from the original on November 4, 2016 ; Retrieved November 3, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.