PEDAGOGICAL AND PSYCHOLOGICAL FEATURES OF HISTORICAL MATERIAL PERCEPTION AMONG DIGITAL GENERATION STUDENTS
Keywords:
digital generation, historical material, perception, clip thinking, cognitive load, external memory, superficial reading, adolescence, pedagogical compensation, history of pedagogical thought.Abstract
The article analyzes the pedagogical and psychological features of historical
material perception among adolescent students growing up in a digital information
environment. The study identifies six distinctive features of historical material perception:
fragmented perception, reliance on external memory, superficial reading, visual dominance, rapid emotional evaluation, and assessment of source credibility based on its level of dissemination. For each feature, the corresponding risks in history education and methods of pedagogical compensation are identified. The scientific boundaries of the
concept of “clip thinking” are clarified, and its interpretation as a form of adaptation to the
information environment rather than a generational deficiency is substantiated.
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