Secondary School Students’ Perception of the Acquisition of Social Science Skill

Molina Saorín, Jesús; Miralles Martínez, Pedro; Trigueros Cano, Francisco Javier; Álvarez Martínez Iglesias, José María

Publication:
Secondary School Students’ Perception of the Acquisition of Social Science Skill

dc.contributor.author	Molina Saorín, Jesús
dc.contributor.author	Miralles Martínez, Pedro
dc.contributor.author	Trigueros Cano, Francisco Javier
dc.contributor.author	Álvarez Martínez Iglesias, José María
dc.contributor.department	Didáctica y Organización Escolar
dc.date.accessioned	2024-02-01T13:06:40Z
dc.date.available	2024-02-01T13:06:40Z
dc.date.issued	2021-03
dc.description	©2021. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Published version of a Published Work that appeared in final form in Social Sciences. To access the final edited and published work see https://doi.org/10.3390/socsci10040126	es
dc.description.abstract	The aim of this study is to find out the relevance of the competences worked on in the area of social science, specifically in the subjects of geography and history, through the perceptions of pupils in the 4th year of compulsory secondary education (ESO). In order to carry out the survey, a purposive sampling was carried out in which more than 1400 4th year ESO students (in Spain) participated. In addition, using a Likert-type scale of our own creation called Evaluation of the Perception of Social Science Competences (EPECOCISO) and following a design of quantitative methodology, an exploratory factor analysis was carried out with the analysis software SPSS through the descriptive process, which allowed us to select the three factors that make up the study. Subsequently, correlations were established between factors through Pearson’s test, and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables) through the chi-square test of independence and Cramer’s V test (nominal), as well as the linearity test, Goodman’s gamma test, and the Kruskal (ordinal) test. Finally, one of the most important conclusions of this study is that the difficulties encountered by students in the acquisition of competences is conditioned by the development of the assessment processes that are carried out.	es
dc.format	application/pdf	es
dc.format.extent	12	es
dc.identifier.citation	Social Sciences 2021, 10, 126.
dc.identifier.doi	10.3390/socsci10040126
dc.identifier.issn	2076-0760
dc.identifier.uri	http://hdl.handle.net/10201/138445
dc.language	eng	es
dc.relation	Sin financiación externa a la Universidad	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Competences	es
dc.subject	Evaluation	es
dc.subject	Social sciences	es
dc.subject	Secondary education	es
dc.subject	Historical thinking	es
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::373 - Enseñanza primaria y secundaria	es
dc.title	Secondary School Students’ Perception of the Acquisition of Social Science Skill	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es