Publication: Evaluación del diseño de un programa de intervención gamificado para el desarrollo del pensamiento histórico en el alumnado de Educación Primaria
Authors
Martínez-Hita, María ; Miralles-Martínez, Pedro
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v34i2.78420
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info:eu-repo/semantics/article
Description
Abstract
En las últimas décadas, el desarrollo del pensamiento
histórico en el alumnado ha adquirido una mayor importancia
en la educación histórica, así como la necesidad de modificar
y mejorar los métodos y estrategias de enseñanza. Debido a
esto, se ha diseñado un programa educativo basado en la
gamificación, teniendo en consideración la base teórica al
respecto. El programa ha sido diseñado para aportar una
alternativa a las usuales prácticas de enseñanza que se llevan
a cabo en muchas clases de Educación Primaria,
especialmente cuando se enseñan los contenidos históricos.
El objetivo de este artículo es evaluar y validar el diseño del
programa de intervención gamificado para desarrollar el
pensamiento histórico en el alumnado de cuarto de
Educación Primaria. La validación fue llevada a cabo por un
panel de cuatro expertos con experiencia en el tema,
Didáctica de la Historia y las Ciencias Sociales, que
completaron un cuestionario ya validado, con una escala
Likert de cinco puntos. Esta investigación es de carácter
cuantitativo descriptivo y los resultados muestran que,
aunque es necesario introducir algunas modificaciones para
mejorar ciertas áreas del programa, el diseño es válido y
altamente apropiado. Por tanto, el programa educativo
gamificado puede ser implementado en el aula tras realizar
los cambios necesarios
Over the last decades, the importance of developing students’ historical thinking skills has gained more attention in history education, as well as the necessity to change and improve teaching methods and strategies. Because of this, an educational program based on gamification has been designed considering the theoretical basis in this regard. The program has been designed to provide an alternative to the teaching practices common in many elementary classrooms, especially when the historical contents are taught. The aim of this research paper is to evaluate and validate the design of the gamified educational programme to develop historical thinking competencies in primary school students. The validation process was conducted by a panel of four experts experienced in the subject matter, Didactics of History and Social Sciences, completing a validated questionnaire with a 5-point Likert scale. It is a quantitative descriptive research and the results show that, although it is necessary to introduce some modifications to improve a few areas of the programme, the design is valid and highly appropriate. Therefore, the gamified educational programme can be implemented at school after making the necessary changes
Over the last decades, the importance of developing students’ historical thinking skills has gained more attention in history education, as well as the necessity to change and improve teaching methods and strategies. Because of this, an educational program based on gamification has been designed considering the theoretical basis in this regard. The program has been designed to provide an alternative to the teaching practices common in many elementary classrooms, especially when the historical contents are taught. The aim of this research paper is to evaluate and validate the design of the gamified educational programme to develop historical thinking competencies in primary school students. The validation process was conducted by a panel of four experts experienced in the subject matter, Didactics of History and Social Sciences, completing a validated questionnaire with a 5-point Likert scale. It is a quantitative descriptive research and the results show that, although it is necessary to introduce some modifications to improve a few areas of the programme, the design is valid and highly appropriate. Therefore, the gamified educational programme can be implemented at school after making the necessary changes
Citation
Revista interuniversitaria de formación del profesorado, V. 34 N. 95 (2), 2020
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