The Link Between Memory, Narrative and Empathy in Teaching Difficult Knowledge in Holocaust Education

Research has shown that the use of first-person narrative can foster a high level of identification, empathy, and an increase in memory. However, little is known about the effect of first-person narrative in the teaching of difficult knowledge. In this study, we examine how pre-service teachers (PST...
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Gespeichert in:

Autor*in:	Maya Shalom [verfasserIn] Zehavit Gross [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	difficult knowledge empathy memory first-person narrative third-person narrative

Übergeordnetes Werk:	In: Frontiers in Education - Frontiers Media S.A., 2017, 7(2022)
Übergeordnetes Werk:	volume:7 ; year:2022

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3389/feduc.2022.866457

Katalog-ID:	DOAJ025555367

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callnumber-first	L - Education
author	Maya Shalom
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topic_title	L7-991 The Link Between Memory, Narrative and Empathy in Teaching Difficult Knowledge in Holocaust Education difficult knowledge empathy memory first-person narrative third-person narrative
topic	misc L7-991 misc difficult knowledge misc empathy misc memory misc first-person narrative misc third-person narrative misc Education (General)
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title	The Link Between Memory, Narrative and Empathy in Teaching Difficult Knowledge in Holocaust Education
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title_auth	The Link Between Memory, Narrative and Empathy in Teaching Difficult Knowledge in Holocaust Education
abstract	Research has shown that the use of first-person narrative can foster a high level of identification, empathy, and an increase in memory. However, little is known about the effect of first-person narrative in the teaching of difficult knowledge. In this study, we examine how pre-service teachers (PSTs) (N = 55) process difficult knowledge presented in a first-person narrative and a third-person narrative film, using behavioral measures of empathy, level of previous knowledge and of short-term and long-term memory. What was surprising about the findings in this study was that the third-person narrative film contributed to a higher performance in both short-term and long-term memory compared to the first-person narrative film.
abstractGer	Research has shown that the use of first-person narrative can foster a high level of identification, empathy, and an increase in memory. However, little is known about the effect of first-person narrative in the teaching of difficult knowledge. In this study, we examine how pre-service teachers (PSTs) (N = 55) process difficult knowledge presented in a first-person narrative and a third-person narrative film, using behavioral measures of empathy, level of previous knowledge and of short-term and long-term memory. What was surprising about the findings in this study was that the third-person narrative film contributed to a higher performance in both short-term and long-term memory compared to the first-person narrative film.
abstract_unstemmed	Research has shown that the use of first-person narrative can foster a high level of identification, empathy, and an increase in memory. However, little is known about the effect of first-person narrative in the teaching of difficult knowledge. In this study, we examine how pre-service teachers (PSTs) (N = 55) process difficult knowledge presented in a first-person narrative and a third-person narrative film, using behavioral measures of empathy, level of previous knowledge and of short-term and long-term memory. What was surprising about the findings in this study was that the third-person narrative film contributed to a higher performance in both short-term and long-term memory compared to the first-person narrative film.
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title_short	The Link Between Memory, Narrative and Empathy in Teaching Difficult Knowledge in Holocaust Education
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