More than chapters in a textbook. Multiple representations in history teaching

The paper presents an action research based on project work in upper secondary history. The methodological change I implemented involves the students in exploring historical concepts, by relying on their intelligence profile, and by connecting the school tasks to real life experiences. The planned activities include diverse entry points, meaningful analogies and multiple representations. The latter strongly motivates the students because they can express themselves by means of a symbolic code they find familiar. The results of the project show a turn in interest - the students’ involvement is significant and their final products are quality learning outcomes.