Browsing by Subject "Educational methods"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Open Access
    Active teaching methods in history education: Inquiry strategies
    (Peter Lang, 2023) Monteagudo Fernández, José; Chaparro Sainz, Álvaro; Gómez Carrasco, Cosme Jesús; Didáctica de las Ciencias Matemáticas y Sociales
    This chapter1 focuses on the capacity of active learning methods to improve teaching and learning processes in history. In traditional education, the subject of history was originally conceived as a means of legitimating the nation-state and did not have an exclusively instructive purpose. However, historical science does not produce descriptive knowledge to be learned by heart, but rather interpretations which are prone to reinterpretation depending on the sources and the dominant trends. For this reason, an epistemological approach to the subject of history should be based on its critical and analytical function in terms of social reality. The implementation of active learning methods leads students to develop skills of observation, analysis, interpretation, comprehension and expression and helps them to exercise their memories and critical thinking skills. This chapter examines the main active learning methods based on inquiry.
  • Thumbnail Image
    Publication
    Open Access
    Improving the effective personality of pre-service teachers through service-learning: a physical education approach
    (Universidad de Murcia. Servicio de Publicaciones, 2019) Chiva Bartoll, Òscar; Gil Gómez, Jesús; Zorrilla Silvestre, Lorena
    Service-learning has become a teaching methodology that promotes social and personal skills related to effective personality. The objective of this research was to know the effect the delivery of a service-learning programme had on the effective personality of primary school pre-service teachers in its application. A mixed methodological approach was applied. The results of the quantitative analysis revealed that the programme resulted in significant effective personality improvement, as much in the comparison of pre- and post-test measurements of the experimental group, as well as the post-test measurements between the experimental and control groups. The qualitative analysis complemented these results by showing that pre-service teachers also made allusion to improve-ments in dimensions such as social self-realisation, self-esteem and problem solving self-efficacy. In addition, their discourse defended the suitability of service-learning to strengthen and implement the theoretical lessons learned during this training.Overall, these results are consistent with pre-vious research that note how pre-service teachers participating in service- learning become more reflective and able to solve interaction issues concerning both classmates and other social agents. In conclusion, the investigation shows the positive contribution the influence of service-learning makes on pre-service teachers in terms of learning content as well as professional and personal growth.