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Copyright of Studia Historica. Historia Medieval is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

Copyright of Imago Temporis. Medium Aevum is the property of Consolidated Medieval Studies Research Group Space, Power & Culture and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study presents a reflection on the teaching of history in secondary education. Specifically, it addresses what topics of the history of the Middle Ages are taught and learned and to what end. We review the "regulated history", that is to say the current curriculum, in order to later examine its interpretations and possible teaching methodology. On the one hand we have the perspective of the major publishers of textbooks, representing the main "taught history". On the other hand, we have the alternative proposal by representatives of innovative teaching as a minor "ideal history" that comes from a critique of the present problems encourages the development of educational competences. Finally, the existing relationships between this new option and educational innovation at university level are discussed. [ABSTRACT FROM AUTHOR]