Σχεδιασμός και ανάπτυξη εκπαιδευτικών σεναρίων για τη διδακτική της ιστορίας σε φοιτητές πανεπιστημιακής εκπαίδευσης βασισμένα στην inquiry based learning και εργαλεία τεχνητής νοημοσύνης

Κουσερή, Γεωργία

Designing and development educational scenarios for history as subject for university students based on inquiry based learning and AI tools

Master Thesis

Author

Κουσερή, Γεωργία

Date

2025-09

Abstract

This thesis focuses on the design, development, and evaluation of a digital eCourse on history teaching for students of Pedagogical Departments or prospective teachers who teach history. The course was developed using the educational framework of Inquiry Based Learning (IBL) in combination with the theory of historical thinking and in particular of historical reasoning and artificial intelligence tools that cultivate exploratory historical learning in scenario design. The course modules and activities were developed in eight modules. Participants are asked to design historical inquiry scenarios for their students. For this design, they are informed about the theoretical framework of Backward Design, IBL, the concept of historical thinking/historical reasoning, and finally, the use of artificial intelligence and, in particular, the Brisk tool. Then, following the stages of IBL and using Brisk, participants create worksheets for their students to choose a historical topic, formulate historical questions, contextualize the issue they are researching, collect and analyze historical sources in relation to second-order concepts, formulate arguments, and ultimately express historical discourse. All these activities contribute to the design of their scenarios. The digital course takes place in an asynchronous context. The research process is designed to be implemented and evaluated by students of Pedagogical Departments or prospective teachers who teach history. A questionnaire (pre-test and post-test) was selected to investigate the impact of the digital course on the participants' skills. Through a structured support process (scaffolding), trainees create the phases of their scenario, which they post upon completion of the course and which also forms part of its evaluation. In addition, a questionnaire measuring effectiveness is used after completion of the digital course to investigate its effectiveness. The research process was not completed within the scope of this thesis. However, the results of the research, once the experimental control has been carried out, can be compared with findings from the literature review and confirm the application of theoretical knowledge in practice. For example, the analysis of the final projects/scenarios could reveal whether learners are able to design complete learning scenarios that meet all criteria, such as their development within the IBL framework, the promotion of historical reasoning, and the use of artificial intelligence tools in this direction. The contribution of this research, when completed, focuses on the creation of a digital course that combines Artificial Intelligence dialogue with inquiry-based learning and historical thinking/reasoning, and highlights a new horizon of possibilities for teaching history at the academic and school levels. This horizon cannot be approached without the substantive training of teachers in the context of their academic education at the pedagogical and epistemological levels and epistemological training in the integration of artificial intelligence into educational practice.

Postgraduate Studies Programme

Ηλεκτρονική Μάθηση

Department

Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών Συστημάτων

Number of pages

296

Language

Greek

URI

https://dione.lib.unipi.gr/xmlui/handle/unipi/18369

Collections

Τμήμα Ψηφιακών Συστημάτων

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Except where otherwise noted, this item's license is described as
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα