Projekt CAOHT (2015-2018)
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Das CAOHT Projekt
Das 2015-2018 vom FWF geförderte CAOHT-Projekt (27859-G22) widmete sich der Frage, welche Rolle die in den letzten Jahren von weiten Teilen der Geschichtsdidaktik geforderte fachspezifische Kompetenzorientierung, die mittlerweile auch Einzug in die normativen Bildungsvorgaben gehalten hat, im Geschichtsunterricht der Sekundarstufe I spielt. Ziel des Projekt war die Einlösung zweier Forschungsdesiderate der fachdidaktischen Schulbuchforschung: Zum einen wurde mittels qualitativer und quantitativer empirischer Methoden ermittelt, wie das Geschichtsschulbuch im Rahmen des Unterrichts und der Unterrichtsvorbereitung der Sekundarstufe I von Schüler/innen und Lehrer/innen der Neuen Mittelschulen und Gymnasien in Österreich tatsächlich verwendet wird. Zum anderen wurden alle in Österreich zugelassenen Geschichtsschulbücher für die Sekundarstufe I auf die Frage in analysiert, ob und wenn ja auf welche Weise die Bücher auf den Paradigmenwechsel der Geschichtsdidaktik von der Inhaltsorientierung hin zur Kompetenzorientierung reagiert haben.
Ein ausführliches Verzeichnis aller im Projekt entstanden Publikaitonen finden Sie hier.
About the CAOHT project
Research Approach
The CAOHT project Although reference is made to the crucial importance of textbooks with regard to the organisation of a history lesson it continues to play a subordinate role in empirical research and, in this context, is also described as a “stepchild” (Kahlert 2010). For decades, it has been noted that there is a research gap associated with the use of history textbooks in lessons in history education research (Borries et al. 2008, 241). As Jörn Rüsen determined in 1992, there is very little empirical data concerning the roles which textbooks actually play as part of the learning process within the classroom. According to Rüsen, this shortcoming is “so severe because without an understanding of the practical use of textbooks, analysis of textbooks in general remains up in the air.” (Rüsen 1992, 238-239). Furthermore, it also requires supervision of the current paradigm shift from a focus on content to a focus on competencies (Kühberger 2009) through research (Kühberger/ Mellies 2009; Kühberger/Krammer 2011; Gautschi 2010, 131; Schreiber, Schöner, Sochatzy et al. 2013). Developing an aptitude for historical thinking forms the core aim of a history lesson (Mebus/Schreiber 2006; for the international debate, see Erican/Siexas 2015, Levisohn 2015; Lee 2014; Wineburg 2001). In accordance with this, textbooks should be examined in their function as a “key medium” in history lessons, to ascertain to what extent they contribute to this aim. With this in mind, two questions arise in connection with current debates in history education research:
- (1) How is the textbook actually used by teachers and students in lessons and in lesson preparation? What role does historical thinking (focus on competencies) play in this context?
- (2) In what way does the paradigm shift from a focus on content to a focus on domain-specific competencies manifest itself in textbooks and what requirements relating to this remain?
Both of these questions are to be clarified in relation to Austria within the framework of a research project in history education research based at the Salzburg University of Education Stefan Zweig. The project, spanning three years (September 2015 – September 2018) was awarded a grant by the Austrian Fund for Science and Research (FWF) following an international peer review process. The project is led by Prof Dr Christoph Kühberger and executed by Dr Roland Bernhard and Christoph Bramann. The team relies on a network of international research partners from the fields of history education research, textbook research and specialist sciences.
Research Design
Two substudies are to be carried out within the framework of the CAOHT project. In the first substudy, a sequential qualitative/quantitative triangulation design is used to ascertain the concrete use of textbooks in history lessons and the preparation of these lessons. Within this substudy, there are two independent approaches – a qualitative one and a quantitative one. Ethnographic participant observations are taking place in the course of the qualitative study in history lessons of around 50 different teachers from lower secondary schools in Vienna. Following the participant observations, the teachers are questioned in qualitative expert interviews, in accordance with Bogner et al. 2014, regarding their approaches to history lessons, historical thinking, and their use of teaching and learning materials, particularly textbooks. The documented interview protocols and the observation sheets are evaluated using elements of Grounded Theory and provide the foundation for those hypotheses which are to be tested by a subsequent quantitative survey. In the course of the quantitative survey, teachers and students in Salzburg, Graz and Vienna are questioned using questionnaires regarding their use of textbooks/teaching materials. An overview of the results of the qualitative and the quantitative studies (Between-Method-Triangulation) should allow for a more comprehensive record, description and explanation of the scope of textbook use. The second substudy is to ascertain how authors of Austrian textbooks have reacted to the paradigm shift towards a domain-specific competence-orientation which has occurred in history education research since the turn of the millennium. The challenge in writing history text books is to lay them out so that they pave the way for historical thinking processes and, in doing so, facilitate the development of a reflective and self-reflective historical consciousness. By means of analysis of selected historical articles from all currently authorised Austrian history textbooks from lower secondary schools (7th and 8th grades) it is to be determined whether textbooks provide materials and approaches which potentially support students in learning historical thinking. The individual elements which form a textbook (text, images, sources, work orders, etc.) are considered in this context and examined for their focus on competencies according to an elaborate scheme developed in the course of the project. In the course of this, a comparison of the expression of a domain-specific focus on competence and academic orientation in textbooks should test the hypothesis that a higher level of focus on competence in textbooks correlated with a higher level of focus on science (cf. Bernhard 2013 and 2013a, Bernhard/Kühberger/Hinz et al. 2016). Due to the disclosure of the construction of historical narratives – so the assumption – that is required in competence-oriented approaches, the scientific quality of textbooks also improves.
Literature cited
Bernhard, Roland (2013): Geschichtsmythen über Hispanoamerika Entdeckung, Eroberung und Kolonisierung in deutschen und österreichischen Schulbüchern des 21. Jahrhunderts. Göttingen. | Bernhard, Roland (2013a): „Der Eingang des Mythos der flachen Erde in deutsche und österreichische Geschichtsschulbücher im 20. Jahrhundert“. In: Geschichte in Wissenschaft und Unterricht 64, 687-701. | Bernhard, Roland/ Hinz, Felix/ Kühberger, Christoph (et al.) (2006, ed.): Mythen in deutschsprachigen Geschichtsschulbüchern – von Marathon bis zum Élysée-Vertrag. Göttingen. | Bogner, Alexander/ Littig, Beate/ Menz, Wolfgang (2014): Interviews mit Experten. Eine praxisorientierte Einführung. Wiesbaden. | Borries, Bodo (2008): Historisch Denken Lernen – Welterschließung statt Epochenüberblick. Geschichte als Unterrichtsfach und Bildungsaufgabe. Opladen. | Ercikan, Kadriye/ Seixas, Peter (2015, ed.): New Directions in Assessing Historical Thinking. New York. | Kahlert, Joachim (2010): Das Schulbuch – ein Stiefkind der Erziehungswissenschaft. In: Fuchs, Eckhardt/ Kahlert, Joachim; Sandfuchs, Uwe (2010, ed.) Schulbuch konkret. Kontexte – Produktionen – Unterricht. Bad Heilbrunn 2010, 41-56. | Kühberger, Christoph (2009): Kompetenzorientiertes historisches und politisches Lernen. Methodische und didaktische Annäherungen für Geschichte, Sozialkunde und Politische Bildung. 2. korr. Aufl. Innsbruck. | Kühberger, Christoph/ Krammer, Reinhard (2011): Handreichung. Fachspezifische Kompetenzorientierung in Schulbüchern. Hilfestellungen für Autorinnen und Autoren, Schulbuchverlage und Gutachterkommissionen. | Kühberger, Christoph/ Mellies, Dirk (2009, ed.): Inventing the EU. Zur De-Konstruktion von „fertigen Geschichten“ über die EU in deutschen, polnischen und österreichischen Schulgeschichtsbüchern. Schwalbach/Ts. | Lee, Peter (2014): Fused horizons? UK research into students’ second-order ideas in history – A perspective from London. In: Koster, Manuel/Thünemann Holger/ Zulsdorf-Kersting, Meik (ed.): Researching history education: International perspectives and disciplinary traditions, Schwalbach, 170–194. | Levisohn, Jon A. (2015): Historical Thinking — and Its Alleged Unnaturalness. In: Educational Philosophy and Theory, 1-13. | Mebus, Sylvia/ Schreiber, Waltraud (2005, ed.): Geschichte denken statt pauken: didaktisch-methodische Hinweise und Materialien zur Förderung historischer Kompetenzen. Meißen. | Rüsen, Jörn (1992): Das ideale Schulbuch. Überlegungen zum Leitmedium des Geschichtsunterrichts. In: Internatioale Schulbuchforschung 14, S. 237-250. | Schreiber, Waltraud/ Schöner, Alexander/ Sochatzy, Florian (u.a.) (2013, ed.): Analyse von Schulbüchern als Grundlage empirischer Geschichtsdidaktik. Stuttgart. | Seixas, Peter (2015): A Model of Historical Thinking. In: Educational Philosophy and Theory, 1-14 | Wineburg, Samuel (2001). Historical Thinking and Other Unnatural Acts. Philadelphia, PA: Temple University Press.]
Click here für a detailed list of all project publications.
