Digital tools are part of the current teaching and learning landscape. Learners live not just surrounded, but rather imbedded in the digital world, they are knowledgeable about it, so students and teachers consider the virtual possibilities as assets towards a motivating educational experience. History education benefits enormously from developing new ways to attract, motivate and engage students, and digital tools applied to History are a powerful means to enable autonomy and drive in the learning community. Particularly in Middle school teaching, History is a fertile ground on which differentiating and enriching digital tools may be applied. Therefore, this presentation aims to provide an overview on the benefits of online pedagogical resources, as well as, and foremost, to present and showcase the main pedagogical digital tools that the Portuguese history educational textbooks and publishers are applying and developing: to make History 'alive', and be able to 'see' historic moments when they happened, to interact with primary images sources through the digital resources presented, may derive and foster the competencies of communication in History, analysis and evaluation, making the students take ownership of their learning process, all peaking the students' critical thinking which, in turn, will promote the holistic development in the subject of History.
Resumo: A política social constitui-se numa porta entreaberta para ideário dos regimes ditatoriais ibéricos. No decurso dos anos de 1930 e 1940, Salazar e Franco apresentaram-se aos respetivos países como garantia de uma nova ordem política, articulando o discurso em torno das questões sociais. Este artigo estuda como os regimes, através da construção de uma assistência social, conseguiram alguma fidelização das massas em retorno, por dependência perante o Estado e, sobretudo, por imposição do mesmo. Contudo, Salazarismo e Franquismo reservaram diferente relevância para as suas políticas assistencialistas.
Bridging generations can be a powerful and meaningful two-way educational process. Intergenerational learning experiences have different positive impacts and outcomes in both the young and senior learners, through the exchange of competencies and knowledge. They are also an educational experience that enables the realisation of different paradigms of values, which nurture the broadening of learners’ mindset. Intergenerational learning configures itself as a relevant tool for historical education, as young students benefit from the seniors’ lifetime experience of historical events and contexts, which may be explained and testified first-hand with a positive spillover to young children’s learning process. This paper aims to share an intergeneration learning experience that brought an English as Additional Language class from middle school students together with seniors aged 65 to 94 years old, over the period of eight weekly sessions in a Portuguese international school context, under the principle objective of developing English language knowledge and skills in the elder participants and, contrariwise, to foster children’s perception on the value of life experience to their own world view, historical knowledge, memory and socialisation. Each session was assessed by the children, seniors, teacher-facilitator and observer, from which data was gathered via pre, post and weekly questionnaires which asserted a mutual meaningful learning impact on both younger and older participants.
O artigo apresenta uma experiência inovadora de ensino da disciplina História e Geografia de Portugal com 22 alunos de uma turma do 5º ano de escolaridade. Durante a Prática de Ensino Supervisionada de aulas dessa disciplina, própria do Mestrado em “Ensino do 1º e 2º Ciclos do Ensino Básico”, propôs-se a inversão da prática docente com uso da flipped classroom. Os resultados sugerem que a flipped classroom permitiu não só o aprofundamento dos conteúdos, mas também o desenvolvimento de competências subjacentes ao raciocínio, às formas e ferramentas de trabalho e à componente social, despertando nos alunos o gosto pela História e Geografia de Portugal.
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