京都大学 / 新制・課程博士 / 博士(情報学) / 甲第25425号 / 情博第863号 / 新制||情||144(附属図書館) / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 森 信介, 教授 中村 裕一, 教授 鹿島 久嗣 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

The students of today are entrenched in various digital media; film being one of the foremost of these. If history education is to stay relevant for our students, history lessons should mirror the students’ lives outside of school. For this reason, we find it relevant to study the use of film in history education.     Our study sets out to study if, and how, historical feature films can complement traditional instructional text found in history textbooks. We aim to explore students’ thoughts about the relationship between text and film that cover the same historical context, and chose the suffragette movement in England for this context. We use theory concerning historical empathy to analyze our material, specifically historical empathy as presented by Keith Barton and Linda Levstik, which presents a combination of perspective recognition and dimensions of care. The material consists of two surveys and one group interview. We studied one school class. The first survey corresponds with the text, and the other with the film. The group interview took place just after they had seen the film. Our key findings are that students’ expressions of perspective recognition are similar in both surveys. The film survey shows an increase in the category care for, which we link to the filmic power of immersion. In the interview, however, students can deliberate, and thus weigh high levels of perspective recognition with complex aspects of care. In the interview, the students weren’t always able to achieve higher levels of perspective recognition. We link this to the importance of teacher-led instruction before film viewing. Dimensions of care related to students’ willingness to act, and care to, was the most elusive category. Further research would be required to study this dimension.

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