Abstract
The article analyzes the methods and techniques of working with visual sources, which are most often used in the practical work of the history teacher to activate the critical thinking of students. The main methodological methods of using visual historical sources in the process of forming the competence of research and cognitive activities of students are considered. It was found that the students’ work on the study of visual sources should be well organized by the teacher and carried out according to a single algorithm. The phasing of work on visual historical sources, taking into account age features, makes the learning process more meaningful, and develops critical and historical thinking. Work on visual historical sources should be aimed at the formation of such skills that will allow students to independently acquire knowledge from different sources and creatively use them in further activities, that is, to be competent. It is established that visualization in history lessons can be carried out using maps, drawings, graphic statistics (tables, diagrams, diagrams), works of fine art (paintings, sculptures, architectural structures, memorial complexes), posters, cartoons, photographs, video sources (video films, films, video testimonies), presentations, infographics, monuments. The use of various visual sources in history lessons in general secondary education institutions makes it possible to study the subject at a qualitatively new level, contributes to a more in-depth study of the subject by students, the formation of certain skills and abilities in them, the formation of their own opinion, life and civic positions, the development of critical thinking in students, the ability to systematize historical information, independently interpret the content of historical sources and encourages students to a meaningful study of the events of the past and greatly facilitates the teacher’s work. The use of a particular information source in the study of a particular topic should be appropriate and depend on the goal that the teacher seeks to achieve in the history lesson. Also, an important condition for using a visual historical source is to take into account the age characteristics of students. Working with visual sources creates favorable conditions for comprehending the proposed information and its independent acquisition, critical review, and application in the practice of creative tasks through partnership cooperation between students and teachers
Keywords
visual sources, historical information, historical sources, critical thinking, educational process, cognitive activity, history lesson, students
References
1. Bakka, T., Zahrybelna, N., & Kravchenko, O. (2019). Formation of a historical and biographical and historical and psychological portrait of P. Kulish by media educational means. History in School, 7-8, 23-28.
2. Derkho, V. (2018). Methodological principles of using visuality in history lessons when studying the material of cultural content. History in School, 10-12, 38-44.
3. Furina, O.A. (2013). Organization of students’ activities with different sources of historical knowledge. Retrieved from https://urok.osvita.ua/materials/edu_technology/37985/.
4. Horpynko, O.S. (2020). The role of visualization of information in shaping the historical thinking of students. History and Law, 10-12(578-580), 17-20.
5. Ivanov, V., Volosheniuk, O., Mokrohuz, O., & Bakka, T. (2016). Media Literacy in Lessons of Public Disciplines: A Teacher’s Guide. Kyiv: Centre for Free Press, Academy of the Ukrainian Press.
6. Karpenko, A. (2012). The place and role of video equipment in history lessons. History in School, 2, 42-43.
7. Kolliada, I. (2019). Fiction and painting at the lessons of the history of Ukraine in the 8th grade: methods of forming historical representations in the study of the topic: Ukrainian-Moscow Treaty. Pereyaslav Agreement (1654). History in School, 7-8, 29-38.
8. Kovalevska, O. (2013). Visual studies and iconography: the problem of delineating the object, method and conceptual-category apparatus. Special Historical Disciplines, 22-23, 296-304.
9. Kozynets, V.P. (1989). Painting in history lessons. Kyiv: Radianska shkola.
10. Loza, K.O. (2018). Working with visual sources as a means of developing students’ cognitive abilities and critical thinking. Retrieved from https://naurok.com.ua/robota-z-vizualnimi-dzherelami-yak-zasib-rozvitku-piznavalnih-zdibnostey-ta-kritichnogo-mislennya-uchniv-214037.html.
11. Methodological advice on the organization of work with visual sources. (2013). Retrieved from http://historymoippo.blogspot.com/2013/09/blog-post.html.
12. Mokrohuz, O. P. (2008). Working with sources of information in history lessons. Retrieved from https://uahistory.co/lesson/teachers-guide-world-history-8-class-mokrogyz-2008/38.php.
13. Musiy, S. S. (2010). Working with historical sources as a means of shaping critical thinking of students (practical advice for teachers and students). Retrieved from http://static.klasnaocinka.com.ua/uploads/editor/5303/423981/sitepage_63/files/robota_z_istorichnimi_dzherelami_.pdf.
14. Pashetnieva, O. L. (2020). Developing Critical Thinking in History Classes in the New Ukrainian School. Retrieved from https://genezum.org/library/rozvytok-krytychnogo-myslennya-na-urokah-istorii-v-umovah-novoi-ukrainskoi-shkoly.
15. Pometun, O., & Freiman, H. (2005). Methods of teaching history at school. Kyiv: Heneza.
16. Pometun, O., & Hupan, N. (2020). Visual sources in the history textbook as a means of developing critical thinking of students. Problems of a Modern Textbook, 24, 241-255. doi: 10.32405/2411-1309-2020-24-241-255.
17. Terno, S. O. (2012). Methods of Developing Students’ Critical Thinking in the Process of Teaching History: a teacher’s guide. Zaporizhzhia: Zaporizkyi natsionalnyi universytet.
18. Tkachenko, T., Soloviova, T., & Tkachenko, O. (2022). Multimedia presentations and their use in the study of school history courses. Society, Document, Communication, 14, 139-157. doi: 10.31470/2518-7600-2022-14-139-157.
19. Yakovenko, H.H. (2017). Methods of history teaching: educational and methodological manual. Kharkiv: Vydavnytstvo KhNADU.
