Διερευνώντας τη Βιομηχανική Επανάσταση μέσα από τη σύμπραξη ψηφιακών και βιωματικών μέσων: Ένα διδακτικό σενάριο

Abstract

The purpose of this article is to propose a teaching scenario for the study of the industrial revolution that is based on the synergy of both technology-supported and experiential learning, which is tailored for students aged 12 to 15 years. It presents a teaching framework where technology and its digital applications are utilized through the flipped classroom model in order to provide access to relevant material from remote information sources, asynchronously and multimodally. As this teaching scenario aims to balance the learning process between digital and physical environments, the participants' work moves to the next level, that of experiential learning. The primary information becomes the subject of theatrical experiential processing, so that the students understand the consequences of the industrial revolution on people's lives at that time, to formulate evaluative judgments regarding the events and actions of the past, and to identify analogies with history. The present teaching scenario suggests, as far as educators are concerned, a creative management of the digital tools that are now abundantly available, while, regarding the student, it attempts to promote their management with awareness and a clear intention to maintain sufficient physical engagement in learning.