Competencias y narrativas históricas: el pensamiento histórico de estudiantes y futuros profesores españoles de educación secundaria
This paper examines the competencies in historical thinking of high school students and pre-service teachers in Spain, as well as their narratives about Spanish History. Qualitative methods are used in order to identify: a) their historical thinking, including substantive knowledge and use of meta-c...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidad de los Andes
2015-06-01
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| Series: | Revista de Estudios Sociales |
| Subjects: | |
| Online Access: | http://res.uniandes.edu.co/view.php/988/index.php?id=988#*** |
| Summary: | This paper examines the competencies in historical thinking of high school students and pre-service teachers in Spain, as well as their narratives about Spanish History. Qualitative methods are used in order to identify: a) their historical thinking, including substantive knowledge and use of meta-concepts; b) the narratives, the cognitive gradation (SOLO taxonomy), and the narrative subject employed. The findings show that a majority of secondary school students do not use meta-concepts. The degree of complexity of historical thinking among pre-service teachers is related to their use of substantive content. The results point to the need to improve history education, including substantive knowledge and the development of specific historical competencies. |
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| ISSN: | 0123-885X 1900-5180 |