DEVELOPING THE AXIOLOGICAL COMPONENT OF HISTORICAL THINKING IN PRE-SERVICE HISTORY TEACHERS BASED ON MUSEUM PEDAGOGY
DOI:
https://doi.org/10.5281/zenodo.18505599Abstract
This article explores the theoretical and methodological foundations for developing the axiological component of historical thinking in pre-service history teachers through museum pedagogy. In the context of contemporary history education, increasing emphasis is placed not only on cognitive and methodological competencies but also on value-oriented dimensions that shape ethical judgment, cultural awareness, and responsibility toward historical heritage. The axiological component of historical thinking is conceptualized as the ability to interpret historical events and processes through moral, cultural, and social values while maintaining historical context and scholarly objectivity.
The study is based on a theoretical–methodological research design that includes the analysis and synthesis of recent pedagogical, historical-didactic, and museum studies literature. Conceptual and comparative methods are employed to identify the educational potential of museum pedagogy and to determine the pedagogical conditions necessary for fostering axiological historical thinking in teacher education. The analysis demonstrates that museum pedagogy creates a unique educational environment by enabling direct interaction with authentic historical artifacts, contextual interpretation of cultural heritage, and reflective dialogue.
The findings indicate that the axiological component of historical thinking encompasses ethical evaluation of historical phenomena, respect for cultural and historical heritage, awareness of historical memory as a social value, and responsibility for transmitting historical knowledge to future generations. The article argues that systematic integration of museum pedagogy into the training of pre-service history teachers contributes significantly to the development of value-oriented historical thinking. The study concludes that museum-based learning serves as an effective pedagogical resource for strengthening axiological awareness and professional historical consciousness in future history teachers.
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