Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity

Dozono, Tadashi

doi:10.1080/00933104.2023.2199682

Cited by 2 publications

(1 citation statement)

References 38 publications

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“…(25) Por tanto, se asumió a partir del estudio del estado inicial de la cuestión que la formación del pensamiento científico requiere de ser modelado desde una didáctica desarrolladora para obtener resultados con calidad en la formación inicial de la Licenciatura Educación Historia. (26,27,28,29) Ello llevo a la determinación de la necesidad de métodos particulares de la didáctica como herramientas metodológicas para aprender, hacer, transformar y crecer de forma consciente, lo que implica promover también el protagonismo y la autonomía estudiantil, lo que coincide con los resultados de los estudios de Benzanilla et al ( 2019 2023). (26) Las entrevistas realizadas y la observación de diversos tipos de encuentro permitieron problematizar la situación y perfilar mejor las dificultades a examinar.…”

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The use of methods in teaching History: a mixed exploratory study at the Ciego de Ávila University, Cuba

Arroix Jiménez,

Sánchez Castillo,

Colala Troya

et al. 2023

Salud, Ciencia y Tecnología - Serie de Conferencias

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The development of scientific thinking is an imperative for university students. In the specific case of careers whose social responsibility is the education of future generations, it constitutes a fundamental need due to its projection in the teaching-learning processes. The objective of the research was to analyze the relationship between scientific research methods with the methods of teaching History for the development of scientific thinking. It was based on a mixed embedded design, with a sequential strategy and descriptive scope. The results suggest the need to delve deeper into the didactic design of History teaching, particularly with regard to the logical relationship between investigative and didactic methods that contribute to the development of scientific thinking. It was concluded that, despite there being an educational model for professional training oriented towards achieving learning results to develop scientific thinking, investigative-didactic methodological alternatives are required, since its effective implementation in the classroom has presented limitations due to that university professors must have methodological preparation focused on students as required by contemporary pedagogical models.

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