A PEDAGOGICAL MODEL FOR DEVELOPING HISTORICAL THINKING THROUGH DIGITAL HERMENEUTICS IN HISTORY TEACHER EDUCATION
DOI:
https://doi.org/10.5281/Keywords:
digital hermeneutics, historical thinking, history education, digital history, critical thinking, teacher education, digital literacy, inquiry-based learning, historical interpretation, cultural heritageAbstract
The rapid digitalization of education has transformed the ways historical knowledge is accessed, interpreted, and taught. In history education, digital historical resources have created new opportunities for developing historical thinking and critical analysis. However, the pedagogical mechanisms through which digital hermeneutics contributes to the formation of historical thinking among future history teachers remain insufficiently explored. This study aims to develop a pedagogical model for fostering historical thinking through digital hermeneutics in teacher education. The research employs conceptual analysis, comparative analysis, synthesis, and pedagogical modeling to examine contemporary scholarship on digital history, digital literacy, historical thinking, and hermeneutic pedagogy. The findings reveal that historical thinking develops through a five-stage digital hermeneutic process consisting of digital source access, source verification, hermeneutic interpretation, historical reasoning, and reflective evaluation. The proposed model integrates cognitive, interpretative, digital, critical, and cultural dimensions of learning. The study concludes that digital hermeneutics provides a comprehensive framework for developing historical thinking in digitally transformed educational environments and offers practical guidance for history teacher education programs.
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