Publication: La construcción del conocimiento histórico sobre el
patrimonio local: comparación entre las teorías
epistemológicas y las competencias del alumnado.
Authors
Ponce Gea, Ana Isabel ; Pinto, Helena
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/pantarei.512811
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info:eu-repo/semantics/article
Description
Abstract
En el marco de la defensa de la enseñanza de
la historia con base en el pensamiento histórico,
parece haberse prestado más atención a la
aplicación de las competencias que a la
dimensión epistemológica. Bajo esta premisa, en
este estudio se plantea comparar las teorías
epistemológicas del alumnado portugués con el
nivel de competencia demostrado por el mismo
alumnado. Se lleva a cabo un estudio con
método mixto, con 43 alumnos portugueses de
entre 13 y 14 años, utilizando dos instrumentos
de recogida de información y combinando el
análisis de información cuantitativa y cualitativa.
Los resultados ponen de manifiesto unas teorías
epistemológicas con mejores puntuaciones que
la aplicación de las competencias,
presentándose, además, como no relacionadas.
Se concluye con la necesidad de sistematizar
modelos de pensamiento histórico amplios y un
trabajo conjunto de las teorías epistemológicas
y la aplicación de las competencias en el aula.
In the framework of the defence of history teaching based on historical thinking, more attention has apparently been focused on the application of competences than on the epistemological dimension. Under this premise, in this study we aimed at comparing the epistemological theories of Portuguese students with the level of competence demonstrated by the same pupils. We conducted a mixed-model study involving 43 Portuguese students aged 13-14, using two data collection instruments and combining the analysis of quantitative and qualitative information. The results show epistemological theories with higher scores than the application of competences, which are also presented as unrelated. We conclude that there is a need to systematise broader models of historical thinking and a mixed work on epistemological theories and the application of competences in the lessons.
In the framework of the defence of history teaching based on historical thinking, more attention has apparently been focused on the application of competences than on the epistemological dimension. Under this premise, in this study we aimed at comparing the epistemological theories of Portuguese students with the level of competence demonstrated by the same pupils. We conducted a mixed-model study involving 43 Portuguese students aged 13-14, using two data collection instruments and combining the analysis of quantitative and qualitative information. The results show epistemological theories with higher scores than the application of competences, which are also presented as unrelated. We conclude that there is a need to systematise broader models of historical thinking and a mixed work on epistemological theories and the application of competences in the lessons.
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Citation
Panta Rei, Vol.16 (2022)
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