Publication: ¿Uso o abuso de la memoria? Beneficios de la enseñanza del pensamiento histórico e implicaciones en la formación del profesorado
Authors
López García, Alejandro ; Miralles Martínez, Pedro
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.620471
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info:eu-repo/semantics/article
Description
Abstract
El pensamiento histórico, desde su vertiente anglosajona, pretende promover una alfabetización histórica crítica para el siglo XXI, según seis conceptos clave: relevancia histórica, evidencia histórica, causa y consecuencia, cambio y continuidad, perspectiva histórica y dimensión ética. El objetivo de este estudio es analizar el impacto de una metodología docente basada en pensamiento histórico en la formación del profesorado, de acuerdo con la percepción y el conocimiento de 70 estudiantes de Bachillerato. Siguiendo un diseño cuasi experimental con grupo de control no equivalente y pretest, dicha metodología fue aplicada a un grupo Tratamiento (T), mientras que una metodología tradicional se aplicó a un grupo No Tratamiento(NT). Tras el análisis con la prueba de rangos con signo de Wilcoxony algunos estadísticos descriptivos, los resultados apuntan hacia grandes diferencias de percepción y conocimiento entre el análisis previo y posterior del grupo T, en comparación al grupo NT. En conclusión, parece que la metodología docente empleada influye significativamente en cómo los estudiantes sienten que se les enseña, cómo sienten que aprenden y cómo aprenden realmente. En prospectiva, hacen falta más estudios que consoliden la formación inicial y permanente del profesorado, implementando metodologías alternativas basadas en pensamiento histórico e introduciendo nuevas variables de análisis
Historical thinking, from its Anglo-Saxon perspective, aims to promote a critical historical literacy for the 21st century, according to six key concepts: historical relevance, historical evidence, cause and consequence, change and continuity, historical perspective and ethical dimension. The objective of this study is to analyze the impact of a teaching methodology based on historical thinking in teacher training, according to the perception and knowledge of 70 Baccalaureate students. Following a quasi-experimental design with non-equivalent control group and pretest, this methodology was applied to a Treatment (T) group, while a traditional methodology was applied to a No Treatment (NT) group. After analysis with the Wilcoxon signed-rank test and some descriptive statistics, the results point to large differences in perception and knowledge between the pre-and post-test of the T group, compared to the NT group. In conclusion, it appears that the teaching methodology employed significantly influences how students feel they are taught, how they feel they learn, and how they actually learn. In prospective, more studies are needed to consolidate initial and continuingteacher training, implementing alternative methodologies based on historical thinking and introducing new variables of analysis.
Historical thinking, from its Anglo-Saxon perspective, aims to promote a critical historical literacy for the 21st century, according to six key concepts: historical relevance, historical evidence, cause and consequence, change and continuity, historical perspective and ethical dimension. The objective of this study is to analyze the impact of a teaching methodology based on historical thinking in teacher training, according to the perception and knowledge of 70 Baccalaureate students. Following a quasi-experimental design with non-equivalent control group and pretest, this methodology was applied to a Treatment (T) group, while a traditional methodology was applied to a No Treatment (NT) group. After analysis with the Wilcoxon signed-rank test and some descriptive statistics, the results point to large differences in perception and knowledge between the pre-and post-test of the T group, compared to the NT group. In conclusion, it appears that the teaching methodology employed significantly influences how students feel they are taught, how they feel they learn, and how they actually learn. In prospective, more studies are needed to consolidate initial and continuingteacher training, implementing alternative methodologies based on historical thinking and introducing new variables of analysis.
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Citation
REIFOP, Revista Electrónica Interuniversitaria de Formacion del Profesorado, V. 27, N. 3, 2024, pp. 243-257
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