THE PEDAGOGICAL POTENTIAL OF MUSEUM PEDAGOGY IN DEVELOPING HISTORICAL THINKING AMONG PRE-SERVICE HISTORY TEACHERS
Том 3 № 4 (2026), Статьи
Том 3 № 4 (2026)

THE PEDAGOGICAL POTENTIAL OF MUSEUM PEDAGOGY IN DEVELOPING HISTORICAL THINKING AMONG PRE-SERVICE HISTORY TEACHERS

Статьи
Опубликован 2026-04-21
  • Javlonbek Niyozov
Javlonbek Niyozov
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Ключевые слова

museum pedagogy; historical thinking; pre-service history teachers; history education; primary historical sources; historical empathy; competency-based education; inquiry-based learning; reflective thinking; interdisciplinary integration; digital and virtual museums.

Аннотация

This article examines the pedagogical potential of the museum environment in fostering and systematically developing historical thinking among pre-service history teachers in higher education institutions. The study is grounded in contemporary educational theories and offers a comprehensive theoretical analysis of historical thinking as a complex cognitive, reflective, and value-oriented competence. Particular attention is given to modern pedagogical approaches, including inquiry-based learning, constructivist theory, experiential learning, and competency-based teacher education.

The article conceptualizes museums as authentic and multidimensional learning environments that provide unique conditions for integrating cognitive, emotional, and axiological dimensions into the process of history education. The research findings demonstrate that museum pedagogy constitutes an effective pedagogical mechanism for enhancing historical thinking competence among pre-service history teachers.

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