CRITICAL THINKING IN HISTORY TEACHING ACCORDING TO EC RECOMMENDATIONS
Abstract
One of the biggest challenges for teachers today is to keep students' interest alive during the learning process. In upper secondary schools there is an increase in interest in science subjects while subjects such as history, geography, civic education, etc ... are seen as less important even though through them students develop their thinking skills, in addition to enriching themselves with knowledge, habit and human values. In this context, motivating students to be active in the subject of history is a challenge for teachers. In this article it is intended that through a review of literature to lay out the theoretical basis of creating the appropriate conditions and climate for the use of methods that generate critical thinking in the subject of history. This paper explains the concept of learning and critical thinking, also examines the relationship between curriculum and critical thinking. The author examines the EC recommendations on the challenges of applying critical thinking in the subject of history and links them to the analysis of the current state of history teaching in Albania. In this paper the author reaches some conclusions and recommends practical solutions on how to make teaching history more motivating and interesting so that students not only benefit from mastering key competencies through it, but are motivated and feel satisfied during the learning process.
Keywords: Critical thinking, Curriculum, EC recommendations, European dimension, History teaching.
References
Vaughn, L & McDonald, C. (2010). The power of critical thinking. Tirana: Center for Democratic Education.
Musai, B. (2005). “Interactive Teaching and Learning”, Tirana, CDE.
Key concepts in the Philosophy of Education, Christopher Winch & Johen Gingell, 1999, Rutledge: London p. 42.
Beck, L.L., McKeown, M.G., Hamilton, R: L., & Kucan, L. (19997). Questioning the author: an approach for enhancing student engagement with test, Newark, DE; International Reading Association, p. 14. www.ascap.edu.al, history subject programs, (seen June 2021)
www.ascap.edu.al, subject programs of history subject, (seen in June 2020)
Bodo von Borries. (2001) “Multiperspectivity” - Utopian Pretensions or Feasible Fundament of Historical Learning in Europe, in Joke van der Leew-Roord (ed), History for today and tomorrow; What does Europe mean for school History? Hamburg, Korber Stiftung.
The Council of Europe project, Learning and teaching about the history of Europe in the 20th century, also tossed out the idea of multiperspectivity, and a chapter on it was included in the results of the teacher's book. See, Robert Stradling, (2000), Teaching 20th - century European history, Strasbourg, Council of Europe Publishing.
Musai, B. (2014). CDE Teaching Methodology, Tirana. Center for Democratic Education.
Zwiers, J. (2005). Developing thinking skills in grades 6-12. Tirana: Center for Democratic Education.
Musai, B. perg (2019). Interactive teaching and learning - Methods for developing critical thinking. Tirana: Center for Democratic Education.
Crawford, A., Saul, W., Mathews, R.S., & Makinster, J. (2005). Teaching and learning strategies for thinking classes. Tirana: Center for Democratic Education.
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