Browsing by Subject "Historical consciousness"

Now showing 1 - 3 of 3
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    Desarrollo de la conciencia histórica. Una propuesta de intervención y evaluación para la Educación de Adultos.
    (Universidad de Murcia, Servicio de Publicaciones, 2021) López-Bajo, Héctor; Martínez-Rodríguez, Rosendo; Sánchez-Agustí, María
    En esta investigación abordamos una cuestión fundamental de la enseñanza de la historia como es el desarrollo de la conciencia histórica ligada al pensamiento histórico. Para ello, se ha elaborado una conceptualización exhaustiva de las competencias de la conciencia y el pensamiento histórico, con elobjetivo de evaluar su progreso en un grupo de diecisiete estudiantes que cursan la asignatura de historia en la Educación de Adultos. La evaluación se ha realizado a partir de una propuesta didáctica diseñada a tal efecto e implementada a lo largo del curso académico 2019-2020. Los resultados muestran que, a través de la metodología aplicada, basada en actividades de indagación e interpretación histórica, los estudiantes pueden mejorar sus niveles de conciencia y pensamiento histórico. Además, se comprueba que, a pesar de tratarse de dos ámbitos diferenciados del conocimiento, ambos grupos competenciales progresan de manera paralela y complementaria.
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    Temporal orientation in Spanish and Swedish teacher students’ narratives about gender equality
    (School of Education, University of Newcastle,, 2022-08-08) Alvén, Fredrik; Ortuño Molina, Jorge; Didáctica de las Ciencias Matemáticas y Sociales
    The main objective of the study was to analyze how Swedish and Spanish pre-service teachers’ temporal orientation influences their narratives and moral conceptions about gender inequality. 55 Spanish students and 76 Swedish students participated. The narratives were analyzed through a separate process of coding by both authors and the subsequence crossing of information in order to achieve agreement and reliability for the codes used. The analysis shows differences depending on cultural context, which may reflect the learning of narrative templates in History Education instead of a reflexive and critical learning. Mainly Spanish students described time under the concepts of change and continuity while Swedish students oftener saw time more as abrupt changes when describing the differences of current gender inequality regarding past times. Likewise, in almost all the narratives there is a naive way of understanding the sense of change over time. In the narratives there are no calls for individual action or descriptions of what possible actions there are for us to fight for a better future probably because history education does not provide examples in the past which mirror current social issues. These reflections make us to question why we teach history and how we do it.
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    ‘What did it achieve?’ –Students’ conceptions about the significance of the French Revolution.
    (Universidad de Murcia, Servicio de Publicaciones, 2021) Mathis, Christian
    his study presents students’ conceptions about the consequences and significance of the French Revolution. The data were collected from Swiss ninth graders (15 to 16 years old; N=22) by means of group discussions and problem-centred interviews. The data were evaluatedusing a reconstructive qualitative method. The students’ historical thinking is dominated by a belief in progress and paramount presentism. The adolescents feel entangled in the history of the French Revolution, it has a symbolic and present-future significance (Cercadillo). Thus, they construct historical significance in an exemplary way (Rüsen). These explanatory patterns are anchored in the everyday conceptions of the students and not in an academic understanding of history. Therefore, teachers should cognitively model learners’ thinking by showing how historians narrate and construct the historical significance of the French Revolution, by making this second-order concept explicit and by giving them the opportunity to explore different types of narrative (Rüsen).