Thinking of Clio: the evolution of the historiographic conceptions of students of the first year of compulsory Secondary Education

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DOI:

https://doi.org/10.7203/dces.39.15512

Keywords:

critical sense, history, Social Sciences, Secondary Education, didactics

Abstract

In this work, we have chosen to apply an active methodology to work on the contents and competences associated with historical thought. The aim of this research is to check how the historiographic conceptions of students in the first year of compulsory Secondary Education (ESO by its Spanish acronym), aged 11-12 years old, evolve. To do so, a multi-methodological strategy has been chosen. Firstly, a descriptive study was carried out to check the evolution of the students’ ideas and, later, a multiple case analysis was made to understand what aspects had influenced this evolution. The sample was a group of 23 students, who were given an initial and final questionnaire. Subsequently, three students were selected for the case analysis and underwent a semi-structured interview. The analysis and the results reveal a significant evolution of the students' historiographic ideas, having the development of historical thought as the main reference of the teaching-learning process.

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Author Biography

Francisco J. Fraile-Delgado, Universidad de Sevlla

Graduado en Historia. Doctorando en Educación en la Universidad de Sevilla. Trabajo en investigación sobre la formación del profesorado de Geografía e Historia y la didáctica de la Historia. Profesor de enseñanza secundaria (Junta de Andalucía). En la actulidad imparto docencia en el IES  El Parador (Roquetas de mar) durante el curso 2018/19

Published

2020-12-29

How to Cite

Fraile-Delgado, F. J. (2020). Thinking of Clio: the evolution of the historiographic conceptions of students of the first year of compulsory Secondary Education. Didáctica De Las Ciencias Experimentales Y Sociales, (39), 3–16. https://doi.org/10.7203/dces.39.15512
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Didáctica de la Historia

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