VIRTUAL LABS AND SIMULATIONS IN HISTORY TEACHING: DIGITAL APPROACHES

Authors

  • Boltaeva Mokhichekhra Jamshid qizi Associate professor of Jizzakh branch of National university after named Mirzo Ulugbek, Uzbekistan

Keywords:

History education, digital environment, didactic foundations

Abstract

As digital technology continues to transform the educational sphere, history teaching has begun to incorporate virtual labs and simulations to enrich the learning process. This article investigates how these digital approaches provide immersive experiences, foster critical thinking, and deepen historical comprehension. By analyzing various forms of simulations, including augmented reality (AR), virtual reality (VR), and game-based environments, this study elucidates the benefits, challenges, and best practices associated with integrating virtual labs into history instruction. Through the lens of constructivist pedagogy, it emphasizes how experiential learning, interactivity, and collaboration can revolutionize traditional historical teaching methods and enhance student engagement.

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References

Dede, C. (2008). A seismic shift in epistemology. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 43–62). Springer.

Hawkey, K. (2013). History student teachers’ attitudes toward using digital tools. Technology, Pedagogy, and Education, 22(2), 213–227.

Lee, J. K. (2002). Digital history in the history/social studies classroom. The History Teacher, 35(4), 503–518.

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Published

2023-11-05

How to Cite

Boltaeva Mokhichekhra Jamshid qizi. (2023). VIRTUAL LABS AND SIMULATIONS IN HISTORY TEACHING: DIGITAL APPROACHES. International Scientific and Current Research Conferences, 1(01), 193–194. Retrieved from https://orientalpublication.com/index.php/iscrc/article/view/1763

Issue

CURRENT ISSUES IN FUNDAMENTAL AND APPLIED RESEARCH

Section

Articles

License

Copyright (c) 2023 Boltaeva Mokhichekhra Jamshid qizi

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