Effectiveness of a teaching methodology based on the theory of historical thinking through active methods and digital resources in Spanish adolescents (original) (raw)
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2021
This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisi...
Paper presented at the 14th HEIRNET meeting History Education in Challenging Times: Meeting ‘the Other’ Across Time and Space, Dublin, Ireland., 2017
The research we present here today analyses the results obtained from a test developed in a sample of Spanish Secondary Schools, which focuses its attention on the assessment of the Historical Thinking Skills among young students. This test was designed under two main ideas. First of all, there are different international surveys as PISA, TIMMS or PIRLS, that assess learning in reading, mathematics and science, with the aim of improving the possible gaps existing in the educational systems of each country. But there is no attempt to develop any specific survey in the case of history, despite the complexity of the reasoning and thinking skills that such as discipline requires, among them the so-called historical thinking skills.
Historical Encounters, 2021
This paper presents the theoretical framework, application and final outcomes of a pilot test designed as a possible model for assessing students' historical thinking in Secondary Education. It is based both on widely accepted historical thinking concepts and on the assessment framework developed by PISA. The test tries to assess what could be named as the three major competences in history: "explain historically", "use of sources as historical evidence" and "understanding the features of historical knowledge". It includes several stimuli (texts, images…) and a total of 39 items. The field trial of the test was applied to a convenience sample of 893 10 th and 11 th grade students, aged 16 to 18 years. Their answers were analysed statistically according to the Item Response Theory (IRT), and the results uphold the validity and reliability of the test instrument. The IRT analysis also enables us to take a first step towards defining levels of achievement and progress for the learning and acquisition of those competences. One implication of note of this research is the possible adoption of this model for assessing history, based both on applied content knowledge and historical thinking concepts and skills. Such a model of assessment would also stimulate more active, problem-based and motivating teaching approaches.
Article, 2022
The aim of this paper is to identify the most suitable activities and exercises for the development of historical knowledge and skills and their subsequent evaluation. On this basis, a quantitative study has been carried out among primary and secondary school teachers in several Spanish regions in which their perception of what types of exercises and activities (of those proposed in their History or Social Science classes) are most suitable for assessing the historical knowledge and skills that students are expected to acquire has been extracted. The results show that exercises involving the interpretation of texts and images which require students to think about and apply the historical knowledge acquired are very useful, as are questions which seek historical explanation and causal reasoning; however, objective tests (multiple-choice tests, linking dates with events, etc.) or short questions about historical events or characters are not considered to be very suitable for the adequate development of historical knowledge and, therefore, of historical competences. Broadly speaking, it is recommended that this line of research be continued so that other authors can replicate these findings, deepening their knowledge of these instruments, whose didactic commitment could serve as an argument in the face of the excessive time pressure faced by today's teachers.
Historical thinking competencies in Swedish’ Gymnasieskolan and Spanish’ Bachillerato curricula
Clío (Valencia), 2023
El objetivo principal de este estudio es el de analizar de forma comparativa la presencia o ausencia de las competencias de pensamiento histórico en el currículo educativo de Historia en los niveles de Gymnasieskolan (Suecia) y Bachillerato (España). Para ello, se diseñó y validó un instrumento mixto, cualitativo y cuantitativo, para analizar los documentos oficiales. Los resultados expresan la gran presencia de variables como "conciencia histórica" en el caso sueco y el mayor peso que tiene el trabajo con fuentes históricas y evidencias en el caso español.
Teaching Historical Thinking Skills Through “Reading Like A Historian†Method
2016
The study envisioned to give a grounding in historical thinking skills using Reading Like a Historian approach to Grade 6 pupils. Using the descriptive development research design, the research study developed and implemented learning exemplars to Grade 6 pupils utilizing the Reading Like a Historian framework as a tool in primary source analysis in teaching historical thinking skills. The process of writing the learning exemplar consisted of four stages: Design Phase, Developmental Phase, Evaluation/Validation Phase and Dissemination Phase. The result of the try-out revealed that the Reading Like a Historian Method from Stanford University was very appropriate since it engaged pupils in historical inquiry. This method taught pupils how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, pupils assessed the reliability of numerous viewpoints on ...
Historical Thinking Skills of Education Students Across Specializations
Psychology and Education: A Multidisciplinary Journal, 2024
A trend in history education has been a transition from a more banking approach where students are expected to memorize discrete dates, names, and places, towards a focus on historical thinking skills. In this quantitative research, the self-reported historical thinking skills of education students measured through a validated tool (Meral, et al., 2022) across seven specializations at Bohol Island State University are described and compared along with demographic profile. Results indicate that students exhibit proficient levels of historical thinking, with overall mean scores of 3.69 across the components. Significant differences were found in self-reported historical thinking skills based on the Senior High School (SHS) strand (p=0.039) and specialization (p=0.006), while no significant differences were observed based on age (p=0.723) or religious affiliation (p=0.663). The limited explanatory power of demographic factors (1.2%) highlights the need for future research to explore other potential influences, such as instructional strategies and cognitive differences. The study's limitations include its reliance on self-reported data and the specificity to students, calling for broader and more comprehensive future studies.
This paper makes a reflection on the assessment of historical thinking in compulsory education. First, the article reflects on the type of knowledge that is being evaluated (memory or understanding). According to current thinking, assessment should meet the teaching aims set out by the teacher, it should be another means of monitoring and improving students' learning, of correcting mistakes made during the process and of taking relevant decisions. Secondly, there will be an analysis of the cognitive model of learning history proposed by international studies. The application of educational competences to assessment processes needs to be adjusted to the epistemological, pedagogical and cognitive fundaments of each subject. Finally, the article will make some proposals for evaluation, firstly by using methods of inquiry, problem-based learning and related teaching strategies, in addition to the use of tools to assess more complex skills of historical thinking with students´argumentation. Historical thinking requires a variety of assessment tools that are able to capture the different capacities of the students in their interpretation of the past and their historical skills.
The objective of this paper is to analyze the activities of the history textbooks of Spain and England to verify the cognitive level and the presence historical thinking competencies. We have analyzed 4602 textbook activities from both countries to compare the extent to which historical thinking and complex cognitive skills are promoted in each country. To achieve this objective, we have analyzed three variables: activity type, cognitive level of activities and the presence of historical concepts of first and second order. The results show that there are differences between Spain and England in relation to the complexity of the activities and to the development and assessment of historical thinking. This research concludes by highlighting the need to rethink the teaching of history through work with primary sources and other historical thinking skills that allow the development of historical competencies and the resolution of activities with a higher level of complexity. Keywords: History education, textbooks, historical thinking, Cognitive skills, Epistemology. Introducción
THE COGNITIVE PROCESSES OF GRADE 7 STUDENTS USING THE HISTORICAL METHOD: A CONTENT ANALYSIS
Ateneo de Manila University Graduate Thesis, 2016
This study used the historical method for teaching History to Grade 7 students. The practice was applied through the inquiry approach in the classroom for an entire school year. The whole Gr.7 batch was given a pre-test and a post- test on test items for political cartoon analysis and text analysis. A content analysis was done on the responses of the students to compare if there was a difference in their level of understanding before and after the use of inquiry approach. This study found that learning history with the use of the historical method is effective in increasing students’ level of understanding, especially with regards to students’ ability to interpret and apply historical sources such as a political cartoon or excerpts of a text. Historical methodology can therefore deepen understanding of the discipline and thus be used to teach History in the secondary level.