Abstract
The paper answered the question: How did students who completed video clubs in homeland studies in the academic years 2018/2019 and 2019/2020 perceive and evaluate the interpretive framework, which was a scaffolding to help them notice important and interesting didactic phenomena in video tutorials hours of homeland studies (and subsequently to their analysis and interpretation)? First, the meaning and mission of the video club were introduced through a short introduction, and the issue of the interpretive framework and its application in teaching the videoclub from homeland studies was clarified. Subsequently, the methodology and data processing of the output questionnaire survey were illuminated, which aimed to map students' experiences of completing the videoclub.
The partial results of this survey provided a "students' view" of the interpretive framework with which students actively worked during teaching. The core of the paper was the presentation of students' own perception and evaluation of the interpretive framework.