INNOVATIVE APPROACHES TO TEACHING HISTORY IN HIGHER EDUCATION
DOI:
https://doi.org/10.37547/Keywords:
History education; inquiry-based learning; higher education; historical thinking; critical analysis; active learning; course design; student-centered approach; reflective learning; UzbekistanAbstract
The design of a history course for Uzbek university students using the Inquiry-Based Learning (IBL) methodology is presented in this study. Through the use of real resources and inquiry-driven assignments, the course seeks to improve students' research, critical analysis, and historical thinking abilities. It emphasizes how crucial reflective learning, learner autonomy, and formative evaluation are to fostering a deeper comprehension of the past.
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