Publication: Interpensamiento histórico: influencia de diferentes tareas de representación
Authors
Montanero, Manuel ; Lucero, Manuel ; Amante, Cristina
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Publisher
Universidad de Murcia. Servicio de publicaciones
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DOI
https://doi.org/10.6018/pantarei.647841
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info:eu-repo/semantics/article
Description
Abstract
En este estudio se examinan los componentes del pensamiento histórico que se ponen de manifiesto en tareas de representación y discusión entre iguales en Educación Secundaria. Los participantes fueron asignados aleatoriamente a dos condiciones: la compleción colaborativa de mapas conceptuales y la escritura colaborativa de resúmenes a partir de un texto sobre el Imperialismo colonial. Se analizaron un total de 1788 enunciados, verbalizados durante las actividades de discusión entre iguales, así como los resultados de una prueba de razonamiento histórico y otra de recuerdo. La discusión sobre los mapas conceptuales generó un mayor porcentaje de enunciados verbales centrados en el razonamiento histórico, sobre todo en la explicación causal del fenómeno, así como un mayor número de conceptos sustantivos y metaconceptos; mientras que en la condición de resúmenes se registraron más mensajes relacionados con la contextualización histórica del contenido. Además, los mapas conceptuales colaborativos generaron mejores resultados de aprendizaje.
This study examines the components of historical thinking that are evident in tasks involving representation and peer discussionon Secondary Education. The participantswere randomly assigned to two groups: a collaborative pair-completion of semiempty concept mapping group and a collaborative pair-writing of summary group from a text on colonial Imperialism. 1788 utterances, during peer discussion activities, were analysed, as well as the results of a historical reasoning test and a recall test. The discussion on concept mapping, however, did generated a higher percentage of messages focused on historical reasoning, especially on the causal explanation of the historical phenomenon, as well as a higher number of substantive concepts and metahistorical concepts than collaborative pairs-summary writing group; while the students who collaboratively wrote summaries uttered more messages related to the historical contextualization.Learning outcomes were also significantly better for students who worked with maps.
This study examines the components of historical thinking that are evident in tasks involving representation and peer discussionon Secondary Education. The participantswere randomly assigned to two groups: a collaborative pair-completion of semiempty concept mapping group and a collaborative pair-writing of summary group from a text on colonial Imperialism. 1788 utterances, during peer discussion activities, were analysed, as well as the results of a historical reasoning test and a recall test. The discussion on concept mapping, however, did generated a higher percentage of messages focused on historical reasoning, especially on the causal explanation of the historical phenomenon, as well as a higher number of substantive concepts and metahistorical concepts than collaborative pairs-summary writing group; while the students who collaboratively wrote summaries uttered more messages related to the historical contextualization.Learning outcomes were also significantly better for students who worked with maps.
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Citation
Panta Rei. Revista digital de Historia y Didáctica de la Historia, vol.19, (2025).
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