Publication: La formación en pensamiento histórico en Bachillerato: opiniones de estudiantes de primer curso universitario
Authors
Rodríguez Pérez, Raimundo A. ; Sánchez Fuster, María del Carmen ; Sánchez Ibáñez, Raquel
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Facultad de Educación
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Publisher
Universidad de Zaragoza
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DOI
https://doi.org/10.26754/ojs_clio/clio.20245010816
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info:eu-repo/semantics/article
Description
Abstract
El objetivo de este trabajo es analizar la percepción que tienen los estudiantes en su primer año universitario sobre la enseñanza de competencias de pensamiento histórico en Bachillerato. El estudio se basa en los recuerdos de los estudiantes en relación con las competencias de pensamiento histórico trabajadas en el instituto en las clases de las asignaturas de Historia. Los objetivos específicos son dos. Primero, conocer con qué frecuencia recuerdan que se enseñaban competencias de pensamiento histórico en las clases de Historia. Segundo, saber su opinión sobre la relevancia de estas competencias para la enseñanza de la historia. La metodología empleada es cuantitativa basada en el análisis de medidas de tendencia central, a partir de los datos extraídos de un cuestionario semiestructurado denominado CUPECH. La muestra no probabilística está formada por 264 estudiantes de primer curso de las universidades de Murcia, León, Granada y Valencia. Para los estudiantes, la competencia de identificación de causas y consecuencias fue la que más trabajaron en las clases de Historia y la que valoran como más relevante para la enseñanza de esta disciplina. Por el contrario, la dimensión ética o el análisis y contraste de fuentes fueron las menos trabajadas. Por tanto, se concluye que es necesario reforzar el trabajo de competencias históricas en la etapa educativa de Bachillerato para mejorar el pensamiento histórico del alumnado.
The aim of this paper is to analyse the perception that students in their first year of university have of the teaching of historical thinking skills in the baccalaureate. The study is based on the students' recollections of the historical thinking skills taught in high school history classes. The specific objectives are twofold. First, to find out how often they remember that historical thinking skills were taught in history classes. Second, to find out their opinion on the relevance of these skills for the teaching of history. The methodology used is quantitative, based on the analysis of measures of central tendency, using data extracted from a semi-structured questionnaire called CUPECH. The non-probabilistic sample is made up of 264 first-year students from the universities of Murcia, León, Granada and Valencia. For the students, the competence of identifying causes and consequences was the one they worked on most in History classes and the one they valued as the most relevant for the teaching of this discipline. On the other hand, the ethical dimension and the analysis and contrast of sources were the least worked on. It is therefore concluded that it is necessary to reinforce the work on historical competences at the Baccalaureate stage of education in order to improve pupils' historical thinking.
The aim of this paper is to analyse the perception that students in their first year of university have of the teaching of historical thinking skills in the baccalaureate. The study is based on the students' recollections of the historical thinking skills taught in high school history classes. The specific objectives are twofold. First, to find out how often they remember that historical thinking skills were taught in history classes. Second, to find out their opinion on the relevance of these skills for the teaching of history. The methodology used is quantitative, based on the analysis of measures of central tendency, using data extracted from a semi-structured questionnaire called CUPECH. The non-probabilistic sample is made up of 264 first-year students from the universities of Murcia, León, Granada and Valencia. For the students, the competence of identifying causes and consequences was the one they worked on most in History classes and the one they valued as the most relevant for the teaching of this discipline. On the other hand, the ethical dimension and the analysis and contrast of sources were the least worked on. It is therefore concluded that it is necessary to reinforce the work on historical competences at the Baccalaureate stage of education in order to improve pupils' historical thinking.
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Citation
Clío. History and History Teaching, (2024), 50, 366-380
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