PEDAGOGICAL MECHANISMS FOR DEVELOPING HISTORICAL THINKING AND AXIOLOGICAL ATTITUDES IN PRE-SERVICE HISTORY TEACHERS THROUGH MUSEUM PEDAGOGY

Abstract

This study examines the theoretical and methodological foundations and pedagogical mechanisms for developing historical thinking and axiological attitudes in pre-service history teachers through museum pedagogy. Historical thinking is conceptualized as a complex competence involving the contextual, causal, chronological, and evidence-based interpretation of the past, whereas an axiological attitude is understood as the capacity to recognize, interpret, and critically reflect upon the values embedded in historical and cultural heritage. The study employed a theoretical-conceptual research design based on theoretical analysis, comparative analysis, conceptual synthesis, generalization, and pedagogical modeling. International and Uzbek scholarly literature related to museum pedagogy, historical thinking, historical empathy, cultural heritage education, and axiological education formed the theoretical basis of the analysis. The findings reveal three interconnected dimensions of historical-axiological development: cognitive-analytical, emotional-empathic, and axiological-reflective. The study further establishes the dual pedagogical function of museum objects as both historical evidence and carriers of cultural values. On this basis, a six-stage pedagogical mechanism is proposed: perception - contextualization - analysis - axiological interpretation - reflection - pedagogical transfer. Historical empathy is identified as a mediating mechanism between contextual historical understanding and axiological reflection, while pedagogical transfer represents the professional transformation of museum-based experience into history teaching practice. The proposed framework contributes to understanding museum pedagogy as an integrative educational environment capable of connecting historical reasoning, cultural heritage awareness, value-oriented reflection, and professional pedagogical competence.