2024-06-01, Rebollo, Marcos, Rey, José Manuel, Monteagudo Fernández, José, Escribano Miralles, Ainoa, Didáctica de las Ciencias Matemáticas y Sociales, Gómez Carrasco, Cosme J., Lago González, Encarna, Rebollo Fidalgo, Marcos, Facultades de la UMU::Facultad de Educación

2021-03-04, Guerrero Romera, Catalina, Sánchez Ibáñez, Raquel, Escribano Miralles, Ainoa, Vivas Moreno, Verónica, Didáctica de las Ciencias Matemáticas y Sociales

The objective of this article is to analyze teachers’ assessment of various resources used to teach history. The research methodology is of a quantitative nature with a non-experimental design using a questionnaire with a Likert scale. The non-probabilistic sample comprises 332 history teachers in Primary and Secondary Education in Spain. The analyses carried out are descriptive and inferential. The results indicate that the surveyed teachers value better the resources that imply a greater involvement of the students in the teaching of history and therefore more active methodologies. Specifically, the most valued resources were heritage, artistic productions and museums and, the least valued, video games, textbooks, and applications of historical content for mobile devices and tablets. The study concludes that heritage is a growing educational resource among teachers and shows that teachers are moving away from their perception of resources, which involve a more traditional methodology of teaching history.