Podsticaj razvoja istorijskog mišljenja primenom istorijske karte - metodički pristup i značaj

Abstract

Historical contents are an integral part of the Curriculum of the subject Nature and Society. Cartographic literacy is an important task of this subject, which is later deepened in the second cycle of education. Historical map, as an obvious teaching tool for mastering historical space, is not explicitly mentioned in the curriculum. Psychological and pedagogical research has shown that children's ability to orient in space develops before the ability to orient in time. In textbooks, the historical map is presented without the legend necessary to read the data. Teachers use it insufficiently, and often methodically incorrectly, as a didactic tool. Obstacles to the use of historical maps include the age of students, the strategically dysfunctional representation of historical maps in textbooks, and the lack of university literature. By analyzing the relevant literature, we have presented the methodological value of the application of the historical map for the development and improvement of historical knowledge. By reinterpreting the existing research, we pointed out the insufficient frequency and inadequate approach in the application of the historical map in textbooks and teaching practice. In addition to suggestions for further research on teaching practice, our goal is to point out the application of the historical map through the categories of historical thinking we analyzed: chronology, knowledge and understanding of events, people and changes that have happened in the past and historical research.