Luces y sombras de la relevancia histórica según el tipo de actividaddiseño de una propuesta de descriptores para la optimización de la evaluación

  1. López-García, Alejandro 1
  2. Zaragoza Vidal , María Victoria 1
  3. Molina Saorín , Jesús 1
  4. Trigueros Cano, Francisco Javier 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Revista:
Clío: History and History Teaching.

ISSN: 1139-6237

Año de publicación: 2023

Título del ejemplar: Historical thinking skills from an international perspective

Número: 49

Páginas: 107-130

Tipo: Artículo

DOI: 10.26754/OJS_CLIO/CLIO.2023499548 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Clío: History and History Teaching.

Objetivos de desarrollo sostenible

Resumen

Historical knowledge -understood as a metacognitive process of constructive assimilation about the past to explain phenomena- involves an analysis of the impact and significance of certain historical events and processes, whose understanding and assessment is influenced by the concept of historical relevance. From this perspective, it is necessary to implement solid evaluation proposals, linked to competence development. The aim of this study is to design a guide to characterize the assessment instruments -activities and exercises- most used by History teachers, in order to optimize the assessment processes of this competence by means of a series of structural, competence and transferential descriptors. These pertinence indicators can lead the way of those teachers who wish to perfect their way of assessing what is historically determinant. In conclusion, this innovative approach involves a process of continuous teacher training that contributes to the improvement of educational quality.

€ Ver financiación

Información de financiación

Financiadores

Referencias bibliográficas

  • Alfageme, M. B., Miralles, P. y Monteagudo, J. (2015). Cómo evalúa el profesorado de Geografía e Historia de Enseñanza Secundaria. Revista Complutense de Educación, 26(3), 571-589. https://doi.org/10.5209/rev_RCED.2015.v26.n3.44428
  • Alifah, M., Pargito, P., & Adha, M. M. (2020). The development of test instruments based on HOTS (higher-order thinking skills) using Edmodo. IOSR Journal of Research & Method in Education, 10(6), 42-46. https://bit.ly/3Ef9cZr
  • Cooper, H. (2017). History 5-11: a guide for Teachers (3ª Ed.). Routledge. https://doi.org/10.4324/9781315194875
  • Domínguez-Castillo, J. (2015). Pensamiento histórico y evaluación de competencias. Grao.
  • Domínguez, J. (2016). Enseñar y evaluar el pensamiento histórico. Competencias, conceptos y destrezas cognitivas. Íber. Didáctica de las Ciencias Sociales, Geografía e Historia, (82), 43-49. https://www.grao.com/es/producto/ensenar-y-evaluar-el-pensamiento-historico
  • Domínguez-Castillo, J., Arias-Ferrer, L., Sánchez-Ibáñez, R., Egea-Vivancos, A., García-Crespo, F. J., & Miralles-Martínez, P. (2021). A competence-based test to assess historical thinking in secondary education: Design, application, and validation. Historical Encounters, 8(1), 30-45. https://www.hej-hermes.net/8-103
  • Egea, A. y Arias, L. (2018). ¿Qué es relevante históricamente? Pensamiento histórico a través de las narrativas de los estudiantes universitarios. Educação e Pesquisa, 44, 168641. https://doi.org/10.1590/S1678-4634201709168641
  • Ginting, A. S., Joebagio, H., & Dyah, C. (2020). A needs analysis of history learning model to improve constructive thinking ability through scientific approach. International Journal of Education and Social Science Research, 3(1), 13-18. https://ijessr.com/link2.php?id=261
  • Gómez, C. J., Solé, G., Miralles, P., & Sánchez, R. (2020). Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal). Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.521115
  • González-González, J. M., Franco-Calvo, J. G., & Español-Solana, D. (2022). Educating in History: Thinking Historically Through Historical Reenactment. Social Science, 11. https://doi.org/10.3390/socsci11060256
  • Guerrero, C., López-García, A., & Monteagudo, J. (2019). Desarrollo del pensamiento histórico en las aulas a través de un programa formativo para Enseñanza Secundaria. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(2), 81-93. http://dx.doi.org/10.6018/reifop.22.2.363911
  • Hunt, M. (2000). Teaching Historical Significance. En J. Arthur y R. Phillips (Eds.). Issues in history teaching (39-53). Routledge.
  • Lévesque, S. (2005). Teaching Second-Order Concepts in Canadian History: The Importance of “Historical Significance”. Canadian Social Studies, 39(2). https://eric.ed.gov/?id=EJ1073987
  • Levstik, L. S. (2008). Articulating the silences. Teachers’ and adolescents’ conceptions of historical significance. Researching History Education. En L. S. Levstik y K. C. Barton (Eds.), Researching History Education. Theory, method and context (pp. 284-305). Routledge.
  • Lévesque, S. (2008). Thinking historically: Educating students for the 21st century. University of Toronto Press.
  • Lévesque, S., & Clark, P. (2018). Historical Thinking: Definitions and Educational Applications. In S. A. Metzger, & L. M. Harris (Eds.), The Wiley International Handbook of History Teaching and Learning (pp. 119-148). Wiley Blackwell. https://doi.org/10.1002/9781119100812.ch5
  • López-García, A. (2023). Effectiveness of a teaching methodology based on the theory of historical thinking through active methods and digital resources in Spanish adolescents. Frontiers in Education, 8, 1175123. https://doi.org/10.3389/feduc.2023.1175123
  • Mathis, C. (2021). ‘What did it achieve?’ – Students’ conceptions about the significance of the French Revolution. Panta Rei: revista digital de Historia y didáctica de la Historia, 15, 51-67. https://doi.org/10.6018/pantarei.465961
  • Mathis, C., & Parkers, R. (2020). Historical thinking, epistemic cognition, and history teacher education. In C. W. Berg & T. M. Christou (Eds.). The Palgrave handbook of history and social studies education (pp. 189-212). Palgrave Macmillan.
  • Merchán, F. J. (2009). Hacer extraño lo habitual. Microsociología del examen en la clase de historia. Íber: Didáctica de las Ciencias Sociales, Geografía e Historia, (60), 21-34. https://cutt.ly/WZmsTgP
  • Ofianto, Aman, Ningsih T. Z., & Abidin N. F. (2022). The development of historical thinking assessment to examine students’ skills in analyzing the causality of historical events. European Journal of Educational Research, 11(2), 609-619. https://doi.org/10.12973/eu-jer.11.2.609
  • Ortuño, J., Miralles, P., y Molina, S. (2012). Ciencias Sociales y su Didáctica. Diego Marín.
  • Phillips, R. (2002). Historical significante- the forgotten ‘key element’? Teaching History, (106), 14-19. https://cutt.ly/9Zmni9s
  • Rivero, P., Navarro-Neri, I., & Aso, B. (2022). Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain. Social Sciences, 11(4), 175. https://doi.org/10.3390/socsci11040175
  • Rodríguez-Medina, J., Gómez-Carrasco, C. J., López-Facal, R., & Miralles-Martínez, P. (2020). Tendencias emergentes en la producción académica de educación histórica. Revista de Educación, (389), 211-242. https://doi.org/10.4438/1988-592X-RE-2020-389-460
  • Seixas, P. (2006). Teacher Notes: Benchmarks of Historical Thinking A Framework for Assessment in Canada. UBC: Centre for the Study of Historical Consciousness. https://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr8/tns/tn1.pdf
  • Seixas, P. (2012). Students’ Understanding of Historical Significance. Theory and Research in Social Education, 22(3), 281-304. https://doi.org/10.1080/00933104.1994.10505726
  • Seixas, P. (2017). A Model of Historical Thinking. Educational Philosophy and Theory, 49(6), 593-605. https://doi.org/10.1080/00131857.2015.1101363
  • Seixas, P. y Morton, T. (2013). The big six historical thinking concepts. Nelson Education.
  • Seixas, P., & Peck, C. (2004). Teaching historical thinking. In A. Sears & I. Wright (Eds.), Challenges and Prospects for Canadian Social Studies (pp. 109-117). Pacific Educational Press.
  • Smith, M. D. (2017). New multiple-choice measure of historical thinking: An investigaction of cognitive validity. Journal Theory and Research in Social Education, 46(1), 1-34. https://doi.org/10.1080/00933104.2017.1351412
  • Solé, G. (2017). A História nos manuais escolares do ensino primário em Portugal: representações sociais e a construcão de identidades(s). Historia y memoria de la educación, (6), 89-127. https://doi.org/10.5944/hme.6.2017.17128
  • Trigueros-Cano, F. J., Molina-Saorín, J., López-García, A., & Álvarez Martínez-Iglesias, J. M. (2022). Primary and Secondary School Teachers’ Perception of the Assessment of Historical Knowledge and Skills Based on Classroom Activities and Exercises. Frontiers in Education, 7, 866912. https://doi.org/10.3389/feduc.2022.866912
  • Throp, R., & Persson, A. (2019). On historical thinking and the history educational challenge. Educational and Philosophy and Theory, 52(8), 891-901. https://doi.org/10.1080/00131857.2020.1712550
  • Vallejo, M., & Molina, J. (2014). La evaluación auténtica de los procesos educativos. Revista Iberoamericana de Educación, 64, 11-25. https://doi.org/10.35362/rie640403
  • VanSledright, B. A. (2014). Assessing historical thinking and understanding. Innovate designs for new standards. Routledge. https://doi.org/10.4324/9780203464632
  • Van Boxtel, C., & Van Drie, J. (2018). Historical Reasoning: Conceptualizations and Educational Applications. In S. A. Metzger, & L. M. Harris (Eds.), The Wiley International Handbook of History Teaching and Learning (pp. 149-176). Wiley Blackwell. https://doi.org/10.1002/9781119100812.ch6
Fuente de los datos: Dialnet