The 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were heritage, artistic productions and museums and, the least valued, video games, textbooks, and applications of historical content for mobile devices and tablets.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.

No abstract

Entre las temáticas que se suelen trabajar en ciencias sociales para Educación Infantil el paso del tiempo y patrimonio cultural son las menos trabajadas. Las causas principales son que Piaget postulaba que el niño de infantil era incapaz de comprender la historia ni la importancia de las manifestaciones artísticas. Autores especializados en la didáctica de las ciencias sociales han demostrado a través de investigaciones y propuestas prácticas que el tratamiento de la historia en Educación Infantil es posible (Cooper, 2002; Miralles y Molina, 2011). Con el fin de ahondar un poco más en el tratamiento de la historia en Educación Infantil se propone diseñar, aplicar y evaluar una propuesta didáctica para la enseñanza de la historia, en la que se use el patrimonio cultural y se tenga en cuenta todo el espacio del aula. La propuesta se lleva a cabo en un colegio de Murcia con 21 alumnos del curso de 5 años de EI. Demuestra se puede trabajar la historia utilizando el patrimonio cultural dentro de un proyecto que englobe el espacio del aula y el museo.

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Over the last few decades, heritage education in Spain has shifted from being just another area of knowledge to a scientific discipline in its own right. Heritage and heritage education actions have been demonstrated to contribute to the development of critical and active citizenship. From school onwards, heritage is an important resource in education for citizenship and teaching history. This chapter aims to provide the theoretical premise for working in the classroom with archaeological heritage to contribute to the learning of social sciences. The focus on education with heritage is laid out, the Spanish educational curriculum is analyzed, and the necessary tools will be provided for work in the classroom with archaeological heritage. In conclusion, it presents how field trips can be integrated into the teaching program.

A Correction to this paper has been published: https://doi.org/10.1057/s41599-021-00768-z

La mejora del proceso de enseñanza-aprendizaje de la Historia en la educación obligatoria tiene, en el denominado pensamiento histórico, una vía para su consecución a través del trabajo en el aula de seis habilidades de pensamiento, propias del oficio del historiador, que ayudan, a su vez, a la adquisición de las competencias clave recogidas en la legislación educativa. Esta obra recoge diversas aportaciones teóricas e investigativas , así como experiencias y propuestas de aula y para el aula en torno al trabajo de dos de las competencias clave, la competencia lingüística y la competencia digital, en base a una de las habilidades propias del pensamiento histórico: la narrativa histórica.

The research objectives of this paper are to compare the activities which have been prepared in the design of field trips from the perspective of teachers and museum educators, as well as to describe the use of resources and materials from the point of view of educational agents. The research method is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers of early years, primary and secondary education, visiting two archaeological museums with their class groups in order to carry out an activity relating to the subject of history. The data collection tool was the MUSELA© questionnaire. The main results show that 60% of the teachers state that they prepare some kind of activities and 70% use some resources within the design of a field trip to an archaeological museum. On the other hand, 94.4% of the museum educators carry out activities using resources in the museum visit. The main conclusion is that the activities which are most used by teachers and educators in the museum (experimentation and artistic workshops, audio-visual observation and viewing tasks and debates or sharing) and by teachers in the classroom space (audio-visual viewing) do not guarantee research activities, analysis or reflection activities.