Desarrollo del pensamiento histórico a través del trabajo con temas controversiales.
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| Title: | Desarrollo del pensamiento histórico a través del trabajo con temas controversiales. |
|---|---|
| Alternate Title: | Development of historical thinking through work with controversial issues. |
| Authors: | Montanares-Vargas, Elizabeth1 emontanares@uct.cl, Llancavil-Llancavil, Daniel1, Barría-Asenjo, Teresita1 |
| Source: | Educación y Humanismo. ene-jun2024, Vol. 26 Issue 46, p1-22. 22p. |
| Subject Terms: | *History education, *Action research, *Private schools, *Content analysis, Nineteenth century |
| Geographic Terms: | Araucanía (Chile), Chile |
| Abstract (English): | Objetive: this research aimed to analyze the impact of the teaching of controversial topics on the development of historical thinking in students of a private school in Chile. The selected topic was the occupation of Araucanía during the second half of the 19th century. The topic, of a controversial nature, is relevant to understand the current conflict in that territory and needs to be approached from the school. Methodology: it is a qualitative study, based on action research. The following instruments were used to collect information: field notebook, metacognitive questionnaire, checklist and students' work guides. The analysis of the results was carried out by means of a content analysis, and four categories of analysis were raised: pedagogical practices, work with historical sources, controversial topics and students' performance. Results: the results show that promoting strategies such as guided discussion, debate and work with historical sources, based on controversial topics, favor the development of historical thinking in students. Conclusions: studies such as this one allow the understanding of the educational challenges existing in areas similar to Araucanía at the time of teaching history. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Objetivo: esta investigación buscó analizar el impacto de la enseñanza de temas controversiales en el desarrollo del pensamiento histórico en estudiantes de un colegio particular subvencionado de Chile. La temática seleccionada fue la ocupación de la Araucanía ocurrida durante la segunda mitad del siglo XIX. El tema, de naturaleza controversial, es relevante para comprender el conflicto actual en ese territorio y se hace necesario su abordaje desde la escuela. Metodología: es un estudio cualitativo, desde la investigación acción. Como instrumentos de recogida de información se utilizaron: cuaderno de campo, cuestionario metacognitivo, lista de cotejo y guías de trabajo de los estudiantes. El análisis de los resultados se realizó a través de un análisis de contenido, levantándose cuatro categorías de análisis: prácticas pedagógicas, trabajo con fuentes históricas, temas controversiales y desempeño de los estudiantes. Resultados: los resultados evidencian que promover estrategias como la discusión guiada, el debate y el trabajo con fuentes históricas, a partir de temas controversiales, favorecen el desarrollo del pensamiento histórico en los educandos. Conclusiones: estudios como este, permiten la comprensión de los desafíos educativos existentes en espacios similares a la Araucanía al momento de enseñar historia. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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