tasks, History textbook, competence, history of everyday life

The present study deals with tasks in History textbooks and aims to introduce various approaches to their analysis and thus contribute to the discussion of their quality criteria. Analysing tasks in one Czech and one German textbook, the research focuses on two main aspects, namely a) the extent to which tasks, as catalysts for learning, stimulate the development of historical competencies, and b) how and to what extent the concept of everyday life is present in the tasks examined. Research tools selection was then inspired by German and Austrian studies in History Didactics. This pilot study was created for the purposes of the author’s dissertation.

The present study deals with tasks in History textbooks and aims to introduce various approaches to their analysis and thus contribute to the discussion of their quality criteria. Analysing tasks in one Czech and one German textbook, the research focuses on two main aspects, namely a) the extent to which tasks, as catalysts for learning, stimulate the development of historical competencies, and b) how and to what extent the concept of everyday life is present in the tasks examined. Research tools selection was then inspired by German and Austrian studies in History Didactics. This pilot study was created for the purposes of the author’s dissertation.