History Department Research
History Didactics

History Didactics

Research in the History Didactics field at the LUH Hannover focuses primarily on projects of empirical and theoretical history teaching. The focus is on efforts to gain a deeper understanding of history teaching, its conditions, processes and effects. Empirical projects in the field of phenomena research aim at a phenomenological description of history lessons (how can history lessons be described?). Projects in the field of results and impact research aim to determine and explain the effects of history teaching (what effects does history teaching have and how can they be explained?). Projects in the field of teaching quality research aim to identify characteristics of good, successful history teaching (What is good history teaching?). The empirical projects also take place on an interdisciplinary basis in cooperation with educational science, educational psychology and teaching methodology of other subject (mathematics didactics, sports didactics, natural science didactics or religious education). In addition to empirical research, the theoretical permeation of history lessons is another focus of history didactics at the LUH. In cooperation with colleagues from the University of Köln and the University of Osnabrück, a closed theory of history teaching was presented for the first time. In addition to empirical and theoretical history teaching research, the professorship’s interest is focused on researching historical-cultural phenomena and their reception.

Projects (Selection)

  • Entwicklung eines schulfachübergreifenden Instruments zur videobasierten Klassifikation metakognitiv-diskursiver Unterrichtsqualität am Beispiel der Fächer Geschichte, Mathematik, Religion (MeDUQua)
    The project focuses on the development of a coding and rating instrument for the assessment of metacognitive-discursive teaching quality: In addition to the metacognitive stimuli of the teacher, which have been in the foreground in previous studies, the instrument is also used to record metacognitive activities of the learners as well as the discursive quality of the teaching. The instrument is used in the subjects mathematics, history and religion. Generalizability and decision studies will be used to determine the reliability, variance distribution, and number of instructional sequences needed to reliably measure metacognitive-discursive instructional quality.
    Led by: Prof. Dr. Frank Lipowsky (Universität Kassel), Prof. Dr. E. Cohors-Fresenborg (Universität Osnabrück), Dr. Anna Katharina Praetorius (DIPF, Frankfurt), Dr. Edyta Nowinska (Universität Osnabrück), Prof. Dr. Martina Blasberg-Kuhnke (Universität Osnabrück),
    Year: 2017
    Funding: Deutsche Forschungsgemeinschaft (DFG)
    Duration: March 2015 - February 2017
  • Geschichte und Gesellschaftslehre. Historisches Lernen in Unterrichtsreihen
    The study "History and Social Studies" turns to historical teaching-learning processes in series of lessons. How do the initiation and performance of historical learning take place in series of lessons? Which learning effects can be described? The study is based on research into phenomena, results and effects and combines videographies, teacher interviews and student surveys.
    Led by: Meik Zülsdorf-Kersting
    Year: 2023
    Funding: gefördert durch die Uni Osnabrück
  • Interdisciplinary research on teaching quality:
    Didactics of chemistry (LUH Hannover), didactics of sports (Uni Potsdam and University of Basel), pedagogical-psychological teaching-learning research (University of Zurich).
    Year: 2023
  • Dissertation projects in the area of empirical history education research:
    Value judgment formation in history education, empirical textbook research, task and central baccalaureate research.
    Year: 2023
To the Subject Area History Didactics