Los espejos de Clío. Usos y abusos de la Historia en el ámbito escolar

Abstract

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Is Reality in Conflict with Perception? The Impact of Technology-Enhanced Active Learning and Formative Assessment on the Formation of Pre-Service Teachers in the Social Sciences

“…Thus, it is important to include a formative assessment within the teaching-learning process. As Gómez-Carrasco and Miralles-Martínez [8] pointed out, evaluation has to be implemented as another daily activity. Thanks to the use of technology, techniques aligned with this goal, such as LA, are easier to implement [5,19,25].…”

“…For this reason, the current study seeks to find out whether an active methodology, such as inquiry-based learning (IBL) combined with a student response system (SRS) to enable LA-based formative evaluation processes, might influence pre-service teachers' learning performance and attitude in social science learning. In social science lessons, the role of the teacher is traditionally to present the contents that students receive and usually must memorize [7,8]. The excessive use of textbooks as the main learning resource, and the passive role of students, led to a negative perception and disinterest towards learning [9].…”

“…Therefore, the subject of inquiry is not only how social sciences are taught, but also the way students' knowledge is assessed. Authors such as Gómez-Carrasco and Miralles-Martínez [8] emphasise that assessment should be integrated as a daily activity, highlighting the limitations of summative tests in assessing students' learning process. Technological advancements have enabled the collection of extensive data regarding the ongoing teachinglearning process on a daily basis, thanks to the use of techniques such as LA [5,19,20].…”

Perception versus Historical Knowledge in Baccalaureate: A Comparative Study Mediated by Augmented Reality and Historical Thinking

“…The difficulty experienced by students in acquiring competence is often related to the assessment methods employed. In secondary education, most history examinations focus on substantive concepts, thus encouraging rote learning, and do not include procedural or strategic aspects, as has been pointed out in several studies [55][56][57]. In fact, effective history teaching in schools requires an approach to assessment that goes beyond simple multiple-choice tests, as demonstrated in a study by Smith et al [58].…”

Gamificar la enseñanza de la historia: percepciones del alumnado

“…Muchos países han hecho eco de estas investigaciones y han incorporado los conceptos de pensamiento histórico en su currículo, libros de texto y metodología de enseñanza (Domínguez, 2015). No obstante, en España están prácticamente ausentes tanto en el currículo (López-Facal, 2014;Martínez-Hita, 2019) como en los libros de texto (Martínez-Hita y Sáiz, 2013;Sáiz y Colomer, 2014) y en el aula (Gómez y Miralles, 2017).…”