Spelfilm som didaktisk resurs i historieundervisningen.

Sammanfattning

The showing of historical film in classrooms is a common practice, yet it presents both significant pedagogical opportunities and substantial didactic challenges. Showing film can be a complex and difficult matter without the right didactical skillset, and therefore the teacher needs historical film literacy. Feature films are frequently used to mediate historical empathy and to create an interest with students but often the didactical goals fall short without a clear purpose. The purpose of this study is to examine what research identifies for the use of feature films as a didactic resource in history education, as well as the challenges teachers may encounter when implementing them in the classroom. Based on this purpose, the following research question has been formulated: What purposes does research identify for the use of feature films in history education, and what challenges may teachers face? This study is based on a systematic literature review of nine selected peer-reviewed sources within history education. The findings indicate that feature films can support students' engagement, historical empathy and historical consciousness in history education, but also present challenges related to time constraints, historical inaccuracies, and students' critical understanding of film as a historical source. The result shows that a high level of historical film literacy is required among teachers. Future research could focus on how historical film literacy can be developed and strengthened among teachers and students in history education.