Implementation of the discursive-evaluative method in the formation of civic identity during Russian history lessons in the 9th grade
Year: 2025
Type: article
Abstract: The aim of this research is to substantiate the possibility of using the discursive-evaluative method in the formation of civic identity among 9th-grade students. The article examines the methodology for implementing this method in the educational process during Russian history lessons in the 9th grade, presents the results of the control stage of the experiment, and identifies the pedagogical conditions for the effectiveness of applying the discursive-evaluative method. Particular attention is paid to practical recommendations for the further application of the discursive-evaluative method in school education. The scientific novelty of the research lies in substantiating the influence of the discursive-evaluative method on the cognitive, emotional-value, and behavioral components of the civic identity of schoolchildren. The results established that the use of this method contributes to deepening knowledge of civil rights, increasing motivation for social activity, and developing independent critical thinking among students. Furthermore, it was revealed that the discursive-evaluative method forms stable value orientations and contributes to increasing the level of civic responsibility of schoolchildren.
Source: Pedagogy Theory & Practice
DOI: 10.30853/ped20250033
Institution: Russian State University for the Humanities
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4408418510