Approaches to History teaching according to a structural equation model

Guerrero Romera, Catalina; Sánchez Ibáñez, Raquel; Miralles Martínez, Pedro

Publication:
Approaches to History teaching according to a structural equation model

dc.contributor.author	Guerrero Romera, Catalina
dc.contributor.author	Sánchez Ibáñez, Raquel
dc.contributor.author	Miralles Martínez, Pedro
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.contributor.other	Facultades de la UMU::Facultad de Educación
dc.date.accessioned	2026-01-16T08:42:38Z
dc.date.available	2026-01-16T08:42:38Z
dc.date.copyright	© 2022 Guerrero-Romera, Sánchez-Ibáñez and Miralles-Martínez.
dc.date.issued	2022-01-25
dc.description.abstract	Approaches to the teaching and learning of history imply a series of changes and improvements which are adapted to the new epistemological and disciplinary contexts. This calls for a series of transformations in teaching approaches and methodological strategies in order to bring them more into line with the current model of history education. The purpose of this article is to analyse the validity of a questionnaire designed to identify the perceptions of in-service teachers regarding the teaching approaches they believe to be most appropriate for teaching history in primary and secondary/baccalaureate education in Spain. The research methodology employed was quantitative with a nonexperimental design based on a Likert-type questionnaire. The sample is non-probabilistic and consists of 332 active teachers who teach history in primary and secondary/baccalaureate education in Spain. For the analysis of the data, a structural equation model was used based on exploratory and confirmatory factor analyses. The results indicate that the teachers surveyed identify three teaching approaches in accordance with the theoretical approach underlying the research. Specifically, a traditional approach based on the memorisation of content; an intermediate model in which there is interaction between teachers and students, through strategies such as discussion, and a third focused on students and the development of historical and critical thinking. These results have important implications for the initial and on-going training of teachers, especially in terms of content.
dc.format	application/pdf
dc.format.extent	11
dc.identifier.citation	Frontiers in Education, 2022, Vol. 7 : 842977
dc.identifier.doi	https://doi.org/10.3389/feduc.2022.842977
dc.identifier.eissn	2504-284X
dc.identifier.uri	http://hdl.handle.net/10201/187410
dc.language	eng
dc.publisher	Frontiers Media
dc.relation	Este artículo es resultado de dos proyectos de investigación. En el primero, titulado «El pensamiento geográfico e histórico de los alumnos de educación primaria en la Región de Murcia: una propuesta metodológica innovadora para una educación de calidad (20874/PI/18)», financiado por la Fundación Séneca-Agencia de Ciencia y Tecnología de la Región de Murcia, El segundo proyecto, «La enseñanza y el aprendizaje de las competencias históricas en el bachillerato: un reto para la ciudadanía crítica y democrática», fue financiado por el Ministerio de Ciencia, Innovación y Universidades (Gobierno de España) y Agencia Estatal de Investigación dentro del Programa nacional Retos de la Sociedad (PID2020-113453RB-I00 / AEI / 10.13039/501100011033)
dc.relation.publisherversion	https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.842977/full
dc.rights	Attribution 4.0 International	*
dc.rights.accessRights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	History
dc.subject	Structural equations
dc.subject	Primary education
dc.subject	Secondary education
dc.subject	Baccalaureate
dc.subject	Teaching approaches
dc.subject.ods	Objetivo 4: Educación
dc.title	Approaches to History teaching according to a structural equation model
dc.type	info:eu-repo/semantics/article
dc.type.version	info:eu-repo/semantics/publishedVersion
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