La periodización de la historia en Educación Primaria, desde las etapas de la historia hasta la Edad Moderna

Resumo

The treatment of history in Primary Education includes the teaching of the different historical stages in a progressive way. Unfortunately, the didactics of history is not presented in the educational curriculum with a contextualized structure and organization, where the events are treated on their causes and consequences; but it is studied as a set of events decontextualized between their different historical stages, which makes it difficult to understand and analyze them, especially in Primary Education courses. In order to achieve a general understanding of history, the proposed didactic experience has sought to teach history through the causal relationship of historical events. For this purpose, the Information and Communication Technologies (ICT, from now on), the project method, the cooperative learning, the gamification and the learning by discovery have been used as methodological strategies There are three objectives of this innovation experience: (1) to get students to cooperate with each other, creating a climate of "responsibility" and joint task execution, (2) to improve students' communication skills, and (3) to initiate students in the understanding of the ages of history as contextualized cause-consequence processes. The participants in this experience are twenty-three students in the fifth year of primary education in a school located in the Region of Murcia. The experience has been carried out in eight sessions. The results have shown that cooperative learning encourages participation and shared responsibility of all students, promoting communication skills of the students. On the other hand, the students have been initiated in the comprehension of history, by means of the discovery of the events that have marked humanity, but the difficulty that entails the sequencing of such a wide temporary frame, in a sequencing so exceeded temporarily, has been appreciated.