Value-semantic attitudes in Historical Education: a case study of st. Petersburg schoolchildren

Abstract

The article aims to identify the interpretive patterns used by high school students when interacting with historical content. The primary research method was a focus group comprising eight 10th-grade students specializing in a journalism-oriented track, aged 16–17. These participants were selected based on their skills in analyzing historical events, critical thinking, and ability to comprehend complex historical content. To clarify interpretive patterns, the respondents attended a multimedia exhibition titled "Leningrad during the Great Patriotic War," after which they answered questions divided into thematic blocks and participated in in-depth discussions using the laddering method. The study identified key values shaping the interpretive processes of schoolchildren in the context of historical memory: "life," "humanity," "memory," "fact," and "emotion." These values define four interpretive patterns: integrative (based on collectivism), individualistic (emphasizing the uniqueness of personal stories), factual (focused on unemotional perception of facts), and emotive (linking historical memory to emotional reactions and empathy). The findings suggest that adolescents’ historical memory is shaped not only by digital and educational media but also by emotional resonance and personal relevance. Understanding these interpretive patterns can help educators design more effective history education strategies that align with students’ value systems and cognitive development.