ZENS4205-1

Duration

12h Th

Number of credits

	Master of Education, Section 2 (HECh - Huy)	2 crédits
	Master of Education, Section 2 (HECh - Liège)	2 crédits
	Master of Education, Section 2 (HECh - Verviers)	2 crédits
	Master of Education, Section 2 (HELMO - Huy)	2 crédits
	Master of Education, Section 2 (HELMO - Liège)	2 crédits
	Master of Education, Section 2 (HELMO - Theux)	2 crédits
	Master of Education, Section 2 (HELMO - Adapted timetable)	2 crédits
	Master of Education, Section 2 (HERS)	2 crédits
	Master of Education, Section 2 (HEL)	2 crédits
	Master of Education, Section 2 (HEL - Non-standard schedule)	2 crédits

Lecturer

Laetitia Cherdon

Coordinator

Alix Dassargues

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

The theoretical framework of this course draws on the epistemology of history in order to identify the practices and ways of thinking employed by historians (history as it is constructed), and then to examine how these are transposed into the history course (history as it is learnt).

The question of historical knowledge is framed in terms of its relationship to learning and the discrepancy that may exist between scholarly knowledge - which evolves as research progresses - and academic knowledge, which may appear static due to its inclusion in a curriculum framework, a syllabus or a textbook. To overcome this obstacle, students will be invited to use tools for updating historical knowledge, based on a case study of a topic covered in the curriculum framework and selected in consultation with higher education institutions.

Table of contents :

1. Epistemological foundations of historical knowledge

2. Application to the knowledge taught in the history course

3. Exploration of tools for updating historical knowledge, based on a case study.

Learning outcomes of the learning unit

By the end of the course, students will be able to:

Identify the practices and ways of thinking employed by historians in their work to construct scientific knowledge.
Explain the tensions that arise when scientific knowledge is transposed into school-based knowledge.
Use relevant tools for updating historical knowledge in order to adopt a dynamic and critical approach to the content to be taught, in conjunction with a case study.

Prerequisite knowledge and skills

None

Planned learning activities and teaching methods

Theoretical input
Research-based learning and reflective work during the course

An active learning approach is favoured.

Mode of delivery (face to face, distance learning, hybrid learning)

Face-to-face course

Course materials and recommended or required readings

Platform(s) used for course materials:
- eCampus

Further information:

Course materials, resources and recommended reading will be available on the eCampus platform.

Exam(s) in session

Any session

- In-person

written exam ( open-ended questions )

Further information:

Depending on the number of students, the assessment arrangements may be subject to change and will be communicated via the eCampus platform.

Work placement(s)