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Active teachers’ perceptions on the most suitable resources for teaching history

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dc.contributor.authorGuerrero Romera, Catalina
dc.contributor.authorSánchez Ibáñez, Raquel
dc.contributor.authorEscribano Miralles, Ainoa
dc.contributor.authorVivas Moreno, Verónica
dc.contributor.departmentDidáctica de las Ciencias Matemáticas y Sociales
dc.date.accessioned2025-10-22T06:46:00Z
dc.date.available2025-10-22T06:46:00Z
dc.date.copyright© The Author(s) 2021
dc.date.issued2021-03-04
dc.description.abstractThe objective of this article is to analyze teachers’ assessment of various resources used to teach history. The research methodology is of a quantitative nature with a non-experimental design using a questionnaire with a Likert scale. The non-probabilistic sample comprises 332 history teachers in Primary and Secondary Education in Spain. The analyses carried out are descriptive and inferential. The results indicate that the surveyed teachers value better the resources that imply a greater involvement of the students in the teaching of history and therefore more active methodologies. Specifically, the most valued resources were heritage, artistic productions and museums and, the least valued, video games, textbooks, and applications of historical content for mobile devices and tablets. The study concludes that heritage is a growing educational resource among teachers and shows that teachers are moving away from their perception of resources, which involve a more traditional methodology of teaching history.
dc.formatapplication/pdf
dc.format.extent8
dc.identifier.citationHumanities and Social Sciences Communications, 2021, Vol 8 (61)
dc.identifier.doihttps://doi.org/10.1057/s41599-021-00736-7
dc.identifier.urihttp://hdl.handle.net/10201/168010
dc.languageeng
dc.publisherSpringer Nature
dc.relationProyecto de investigación “Conceptos metodológicos y métodos activos de aprendizaje para la mejora de las competencias docentes del profesorado” (PGC2018-094491-B-C33) subvencionado por el Ministerio de Ciencia, Innovación y Universidades y cofinanciado con fondos FEDER de la UE. Y del proyecto de investigación “El pensamiento geográfico e histórico del alumnado de Educación Primaria en la Región de Murcia: propuesta metodológica innovadora para una educación de calidad” (20874/PI/18). Proyecto financiado por la Comunidad Autónoma de la Región de Murcia a través de la convocatoria de Ayudas a proyectos para el desarrollo de investigación científica y técnica por grupos competitivos, incluida en el Programa Regional de Fomento de la Investigación Científica y Técnica (Plan de Actuación 2018) de la Fundación Séneca-Agencia de Ciencia y Tecnología de la Región de Murcia.
dc.relation.publisherversionhttps://www.nature.com/articles/s41599-021-00736-7
dc.rightsAttribution 4.0 International
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subject.odsObjetivo 4: Educación
dc.titleActive teachers’ perceptions on the most suitable resources for teaching history
dc.typeinfo:eu-repo/semantics/article
dspace.entity.typePublicationes
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