The past is not in the classroom to observe and study. Thus, creating a lively and understandable image of a past period or situation is an achievement to be learned. A variety of tasks can be used to stimulate students to create an image of the past. In this experimental study, 151 grade 9 students (14–16 years old) participated by completing a drawing task or a writing task on the Roman Forum in Ancient Rome. Their products were compared. Additionally, the students’ perceptions of the tasks were explored by means of a questionnaire and an interview. The findings show that the written products contained more information elements than the drawings. However, in terms of the historical plausibility of the product, the drawn products and written products were comparable. Students who made a drawing reported higher situational interest than students who wrote a text.
相似文献Results were that all students gained some knowledge from the task, regardless of the type of task they completed. Students’ situational interest also did not differ between the three tasks. However, students’ written work showed that the first- and third-person writing tasks stimulated students to imagine concrete details of the past and emotions of historical actors. Students who were not explicitly asked to imagine themselves or someone in the past included more perspectives into their writings. Students who completed the task in first person tended to show more presentism and moral judgements of the past than students who completed a task in third person. 相似文献