Estándares de aprendizaje y evaluación del pensamiento histórico, ¿incompatibles? Análisis de currículos, programaciones, exámenes y opinión de expertos en España

Fernández, José Monteagudo; Facal, Ramón Vicente López

doi:10.22201/iisue.24486167e.2018.161.58586

Cited by 7 publications

(7 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, this also means continuing to make heritage teaching an emerging field of research that is consolidated within the didactics of history, and all of this within the premises of historical education, the construction of a critical citizenship, and identity education [10].…”

Section: Educational Implicationsmentioning

confidence: 99%

“…While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.Sustainability 2020, 12, 933 2 of 21 offer a bibliometric study of the scientific production on heritage education over the last ten years and show how the evaluation of programs accounts for the greatest scientific production in the last 6 years. Some of these studies emphasize evaluation based on standards [10][11][12][13][14], others are oriented towards the evaluation of implementations, both in formal and non-formal spheres, with special emphasis on the use of Information and Communication Technology (ICT) [15,16]. Other research has focused on qualitative assessments [17,18] and on the analysis of educational resources [19,20] or the evaluation of learning [21].…”

mentioning

confidence: 99%

See 1 more Smart Citation

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

View full text Add to dashboard Cite

Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

show abstract

Section: Educational Implicationsmentioning

confidence: 99%

mentioning

confidence: 99%

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

View full text Add to dashboard Cite

show abstract

“…For this purpose, an integration methodology was used, that is to say, it makes use of a qualitative and quantitative approach to analyze the information. This methodological design was selected because it is an effective way to deepen studies on education through the identification of problems, correlation of variables, and generation of hypotheses about the knowledge found during the development of the study [12]. In this way, it is expected that the analysis will be known, and those proposals or strategies of action will be generated to strengthen the competencies of the study proposed here.…”

Section: Methodsmentioning

confidence: 99%

Analysis of Colombia’s Saber Pro results 2019 for natural science and environmental teachers training: Reflections and challenges in a higher education based in competences

2020

View full text Add to dashboard Cite

University students from all academic programs and institutions of higher education in Colombia are evaluated through standardized tests that measure general and specific competencies according to the academic level (professional, technical). One of these tests corresponds to the called Saber Pro, where undergraduate students from all disciplinary areas are evaluated in two modules: generic (or basic) and specific competencies, which are related to evaluation, learning and teaching. The objective of this study is to carry out an analysis of the characterization of the population and the results that took the exam in 2019. The group correspond to teachers training in academic undergraduate programs in natural sciences and environmental education. The methodology carried out was the documentary analysis of the databases where we can find the results of this test for the study of population, the analysis of the results was carried out by qualitative and quantitative approach. Seventeen universities in the country of official and private origin were found with distance and face-toface modalities; characteristics of those evaluated students were established and there was also an analysis based on the individual averages per university for the test components. The analysis of the results allowed identifying the characteristics of socio-demographics, all most of them are in vulnerable situations, the women have major access to internet and computer tools and the educational levels completed is major in the students´ mother. As for the module of generic and specific competences, the highest and lowest individual weights per university and gender were identified.

show abstract

“…En el caso de la historia van desde descripciones de logros muy concretas y operativas como realizar un eje cronológico, hasta descripciones de capacidades complejas como puede ser discutir cómo se entiende en España y en Europa el concepto de memoria histórica (Trepat, 2015). Fuertemente cuestionados por ser elementos que condicionan la acción docente (López Facal, 2014), por su mala redacción (Trepat, 2015) o por su falta de jerarquización, orden y concreción (Monteagudo y López Facal, 2018), también pueden ser entendidos como una herramienta útil, siempre que estén bien diseñados y conciten un amplio consenso (Fuster, 2015).…”

Section: El Galopar Legislativo Y Su Repercusión En La Enseñanza De Las Ciencias Socialesunclassified

Nuevas leyes, mismos problemas: la enseñanza de la historia en España a partir de los recuerdos de los futuros profesores de Educación Secundaria

Puché

Molina

Agustí

2021

FdP

View full text Add to dashboard Cite

Desde 1970, en las diferentes leyes generales de Educación se ha orientado al profesorado de Ciencias Sociales a asumir planteamientos innovadores, encaminados a conferir mayor practicidad a su acción docente. Desde esta perspectiva, este artículo se plantea analizar las visiones de los futuros profesores de Historia y Geografía sobre los métodos de enseñanza, indagando en el pasado disciplinar a través de su memoria como discentes. El estudio se ha realizado en las Universidades de Murcia y Valladolid, en la especialidad de Geografía e Historia del Máster de Formación del Profesorado durante el curso 2020/2021, con un total de 55 participantes. El diseño de investigación se corresponde con un enfoque cualitativo y para la obtención de datos se ha utilizado un cuestionario abierto. Las narrativas resultantes han sido analizadas inductivamente con el software Nvivo. Los resultados recogen que, aunque hay algunas diferencias según el marco legislativo en el que se cursó la ESO, la mayoría de los participantes guarda recuerdos negativos de su experiencia como alumnos de geografía e historia, ligados a métodos docentes tradicionales como la lección magistral, el dictado de apuntes, el uso del libro de texto y la práctica ausencia del fomento del pensamiento crítico. De ahí que la clave para una auténtica transformación en la metodología docente parece estar más en una buena formación inicial, así como en una revisión de la extensión de los contenidos curriculares, que en el cambio de las leyes generales de educación.

show abstract

Estándares de aprendizaje y evaluación del pensamiento histórico, ¿incompatibles? Análisis de currículos, programaciones, exámenes y opinión de expertos en España

Cited by 7 publications

References 8 publications

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Analysis of Colombia’s Saber Pro results 2019 for natural science and environmental teachers training: Reflections and challenges in a higher education based in competences

Nuevas leyes, mismos problemas: la enseñanza de la historia en España a partir de los recuerdos de los futuros profesores de Educación Secundaria

Contact Info

Product

Resources

About