DEVELOPING HISTORICAL THINKING OF PRE-SERVICE HISTORY TEACHERS THROUGH MUSEUM PEDAGOGY
DOI:
https://doi.org/10.5281/zenodo.18152958Abstract
This study examines the effectiveness of museum pedagogy in developing historical thinking skills among pre-service history teachers. The research focuses on enhancing analytical reasoning, source-based interpretation, cause–effect analysis, and historical empathy through museum-based instructional activities. A mixed-method research design was employed, involving diagnostic assessment, experimental instruction, and post-intervention evaluation. The study sample consisted of 510 undergraduate history education students from three higher education institutions, divided into experimental (n = 298) and control (n = 212) groups. The experimental group participated in museum-based learning activities, including guided museum visits, artifact analysis, thematic excursions, and virtual museum experiences, while the control group received traditional lecture-based instruction. The findings demonstrate that students in the experimental group showed a measurable improvement in historical thinking skills, with an average increase of approximately 15% compared to baseline indicators. The results confirm that museum pedagogy provides an effective framework for strengthening professional competencies in pre-service history teacher education.
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