Examining the effects of video interview-assisted classes about 1956 in the 8th grade of elementary school

Abstract

In 2019, the MTA–SZTE Oral History and History Education Research Group with the cooperation of partner teachers organized classes using video interviews in various topics. These were followed by focus group discussions with the students involved. This study presents the conclusions drawn based on the 5 focus groups’ experience after the lesson ‘The spark of the revolution, the MEFESZ’ (Hungarian Federation of University and College Students’ Associations) taught in 8^th grade in elementary school.

By using the reflections of students the following questions are investigated: how we can pedagogically benefit from using video interviews when teaching; through which mechanisms the narrative sources of oral history make the learning process more effective. Research results suggest that supplementing the macro narratives of the textbooks - full of abstract concepts– with the micro narratives of witnesses make students’ attitude towards the course material more positive. Students are mainly open to practical human experiences lived by the historical persons that can also be utilized in their own life, rather than  abstract theoretical statements. The micro narrative educational resources are excellent ways to make connection between past and present, also to make past relevant. This way teaching history can contribute to forming civic political culture as well.