Publication: La enseñanza de la historia en educación secundaria: el cambio educativo a través de proyectos didácticos innovadores.
Authors
Duarte Piña, Olga María
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/pantarei.510591
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info:eu-repo/semantics/article
Description
Abstract
La enseñanza de la Historia viene implicando un
modelo didáctico principalmente transmisivo y
un aprendizaje memorístico que no facilita la
comprensión del hecho histórico ni su
investigación. Aunque desde fines del siglo XIX
podemos destacar importantes propuestas de
cambio, nos detendremos en el último tercio del
siglo XX para estudiar los grupos de innovación
formados por profesores de bachillerato que
promovieron nuevos paradigmas a través de sus
modelos didácticos y proyectos para el aula.
Por ello esta investigación pretende describir y
comprender las propuestas de tales grupos
desde sus fundamentos teóricos a los materiales
publicados y experimentados. Los datos se
recogieron mediante entrevistas y el análisis de
los documentos generados por cada grupo de
innovación. Se expone lo que caracterizó a
aquellos proyectos didácticos y se evidencian
los cambios en la enseñanza de la Historia que
pretendieron, dejando constancia de estos
referentes para las actuales tendencias de
renovación pedagógica.
The teaching of History has involved a mainly transmissive didactic model and rote learning which does not facilitate the understanding of the historical fact or its investigation. Although we can highlight important proposals for change since the end of the 19th century, we will focus on the last third of the 20th century to study the innovation groups formed by secondary school teachers who promoted new paradigms through their didactic models and classroom projects. Therefore, this research aims to describe and understand the proposals of these groups from their theoretical foundations to the materials published and experimented. Data was collected through interviews and analysis of the documents generated by each innovation group. What characterised those didactic projects is presented and the changes in the teaching of history that they sought to bring about, leaving a record of these references for current trends in pedagogical renewal.
The teaching of History has involved a mainly transmissive didactic model and rote learning which does not facilitate the understanding of the historical fact or its investigation. Although we can highlight important proposals for change since the end of the 19th century, we will focus on the last third of the 20th century to study the innovation groups formed by secondary school teachers who promoted new paradigms through their didactic models and classroom projects. Therefore, this research aims to describe and understand the proposals of these groups from their theoretical foundations to the materials published and experimented. Data was collected through interviews and analysis of the documents generated by each innovation group. What characterised those didactic projects is presented and the changes in the teaching of history that they sought to bring about, leaving a record of these references for current trends in pedagogical renewal.
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Citation
Panta Rei, Vol.16 (2022)
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