Publication: La multicausalidad histórica a través de diagramas vaciados en un aula de Educación Secundaria
Authors
Cañete Barcenilla, María ; Mellado Moreno, Pedro César
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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.v39i2.113323
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info:eu-repo/semantics/article
Description
Abstract
La enseñanza de la Historia en Educación Secundaria se enfrenta a la necesidad de superar la memorización lineal, integrando con ello la multicausalidad para el fomento de una adquisición adecuada de la competencia histórica, mejorando la comprensión y el análisis crítico. Ello permite entender los fenómenos históricos desde sus dimensiones sociales, políticas y económicas interrelacionadas. Esta investigación, de carácter cualitativa y exploratoria, analizó estrategias del alumnado para organizar conceptos históricos en secuencias causales. En tres fases, 70 estudiantes de 1º de ESO organizaron conceptos en diagramas vaciados. Los objetivos fueron explorar el impacto de los diagramas en el aprendizaje y analizar estrategias de resolución de problemas. Los resultados arrojaron tres estrategias principales de resolución: las relaciones categóricas, empleada por la mayoría agrupando causas económicas, sociales o políticas, logrando mejorar la comprensión de las interrelaciones en fases avanzadas, aunque con dificultades en aspectos políticos; la estrategia retrospectiva, usada por un 10% del alumnado, que inició el diagrama desde el resultado final facilitando las conexiones causales; y el azar, aplicado inicialmente por algunos alumnos con desinterés, pero que con orientación, adoptaron una estructura temática. Las conclusiones invitan a proponer actividades con diagramas conceptuales para que el alumnado desarrolle una comprensión multicausal, para explicar fenómenos históricos de manera lógica y no solo narrativa. Aunque inicialmente guiados, más del 90% de los estudiantes superaron la visión lineal tras unas semanas, pudiendo introducir este pensamiento complejo en el aula de manera satisfactoria.
The teaching of History in Secondary Education faces the need to overcome linear memorization, thus integrating multicausality for the promotion of an adequate acquisition of historical competence, improving comprehension and critical analysis. This allows understanding historical phenomena from their interrelated social, political and economic dimensions. This qualitative and exploratory research analyzed students' strategies for organizing historical concepts into causal sequences. In three phases, 70 students of 1st ESO organized concepts in emptied diagrams. The objectives were to explore the impact of diagrams on learning and to analyze problem-solving strategies. The results showed three main problem-solving strategies: categorical relations, used by most students grouping economic, social or political causes, achieving an improved understanding of interrelationships in advanced phases, although with difficulties in political aspects; the retrospective strategy, used by 10% of the students, who started the diagram from the final result, facilitating causal connections; and chance, initially applied by some students with disinterest, but with guidance, they adopted a thematic structure. The conclusions invite to propose activities with conceptual diagrams for students to develop a multi-causal understanding, to explain historical phenomena logically and not only narratively. Although initially guided, more than 90% of the students overcame the linear view after a few weeks and were able to introduce this complex thinking in the classroom in a satisfactory way.
The teaching of History in Secondary Education faces the need to overcome linear memorization, thus integrating multicausality for the promotion of an adequate acquisition of historical competence, improving comprehension and critical analysis. This allows understanding historical phenomena from their interrelated social, political and economic dimensions. This qualitative and exploratory research analyzed students' strategies for organizing historical concepts into causal sequences. In three phases, 70 students of 1st ESO organized concepts in emptied diagrams. The objectives were to explore the impact of diagrams on learning and to analyze problem-solving strategies. The results showed three main problem-solving strategies: categorical relations, used by most students grouping economic, social or political causes, achieving an improved understanding of interrelationships in advanced phases, although with difficulties in political aspects; the retrospective strategy, used by 10% of the students, who started the diagram from the final result, facilitating causal connections; and chance, initially applied by some students with disinterest, but with guidance, they adopted a thematic structure. The conclusions invite to propose activities with conceptual diagrams for students to develop a multi-causal understanding, to explain historical phenomena logically and not only narratively. Although initially guided, more than 90% of the students overcame the linear view after a few weeks and were able to introduce this complex thinking in the classroom in a satisfactory way.
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Citation
Revista interuniversitaria de formación del profesorado, V. 39, N. 100 (2), 2025
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