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Geschichtsdarstellungen auf YouTube – geschichtsdidaktische Prinzipien für die Beurteilung von Erklärvideos

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Abstract

This essay uses competence frameworks, literature regarding the quality of representation of history and history curricula to develop a framework that enables the user to evaluate tutorials dealing with history taking into accout the said as well as the unsaid in the videos. Tutorials are being used by 41% of K-12 students in Germany to supplement their classes (cf. Bitkom Research 2015, p. 50.). As a result, reacting on digital forms of presentation is a relevant task for history didactics. The developed criteria are taken from state-of-the-art literature of history didactics and adapted for digital forms of representation. The framework contains the categories: (1) content-thematical focus, (2) didactic clarity and structure, (3) narrative validity, (4) multiperspektivity, and (5) contemporary reference to and relevance for everyday life. As a result we find an application for practicioners wanting to evaluate history tutorials regarding the observance of quality criteria of history didactics. It can furthermore be of use to producers and allow them to assess theories of history didactics and apply them to their work.

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Published in:

Hartung, Tim: Geschichtsdarstellungen auf YouTube – geschichtsdidaktische Prinzipien für die Beurteilung von Erklärvideos. In: Gallner-Holzmann, Katharina;Hug, Theo;Pallaver, Günther: Jugendliche Mediennutzung und die Zukunft des Qualitätsjournalismus. Innsbruck: Innsbruck University Press 2020, S. 99-116.http://dx.doi.org/10.25969/mediarep/19948
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The item has been published with the following license: Unter Urheberrechtsschutz