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Competencias y narrativas históricas: el pensamiento histórico de estudiantes y futuros profesores españoles de educación secundaria.
- Source :
-
Revista de Estudios Sociales . abr-jun2015, Issue 52, p87-101. 15p. - Publication Year :
- 2015
-
Abstract
- 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]
Details
- Language :
- Spanish
- ISSN :
- 0123885X
- Issue :
- 52
- Database :
- Academic Search Index
- Journal :
- Revista de Estudios Sociales
- Publication Type :
- Academic Journal
- Accession number :
- 102930917
- Full Text :
- https://doi.org/10.7440/res52.2015.06