Μεθοδολογικές προσεγγίσεις των εκπαιδευτικών της πρωτοβάθμιας και της δευτεροβάθμιας εκπαίδευσης κατά τη διδασκαλία της σχολικής ιστορίας : μια συγκριτική μελέτη.

Περίληψη

The present research is aimed at the examination of the ways of thinking and apprehension of educators concerning the method of teaching History at Primary school, High school and Lycee. The educators answered to 51 statements-propositions about methods concerning History lesson in an improvised scale. These teaching methods had direct relationship to the afore¬mentioned epistemologic theories about teaching and learning. There was significant correlation among these epistemologic theories and various demographic factors, such as the years of work, the age and the education. There was also correlation between the theories that were applied by the educators and the class they were teaching; the «personal» theory, which influenced the selection of teaching aims by the educators, emerged dis¬tinctly.