The purpose of this essay is that by interviewing experienced history teachers and analyzing their statements, make practical history-didactic insights visible about how history teaching can be conducted to initiate meaning-creating processes, and thus make the subject of history meaningful to students.
The survey presented that history teachers primarily perceive that meaningful history teaching lies in being able to see and explain change processes. The importance of emphasizing change processes seems to be largely linked to the teachers' private perception of what can be perceived as meaningful. By creating meaning-creating processes for students, increased interest often emerges and thus lead to deeper knowledge of how something can be or be explained.
Meaningfulness seems to be an emotional component. New questions are therefore raised about how much the history teacher's participation, the student base's epistemological perception of the subject of history, and the degree of freedom of interpretation regarding the curriculum can contribute to creating meaning for students, and whether it is possible to achieve equivalent history teaching depending on this context.