Browsing by Subject "Cultura histórica"

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    Cultural heritage and iconic elements for history education: a study with primary education prospective teachers in Spain
    (Springer Nature, 2024-11-21) Miguel Revilla, Diego; López Torres, Esther; Ortuño Molina, Jorge; Molina Puche, Sebastián; Didáctica de las Ciencias Matemáticas y Sociales
    Cultural heritage, both in its tangible and intangible dimensions, is a very influential element that is closely connected with history education and with identity-building. The present studyseeks to identify the cultural iconic elements that pre-service social science educatorsassociate with the history of Spain, as well as their sources of information. A semi-structured questionnaire was administered to 668 prospective teachers of four Spanish regions who were enroled in bachelor’s degrees in primary education. Participants were asked to spontaneously name the four iconic elements (monuments, works of art, places, festivities, traditions, etc.) that they considered the most representative of Spanish history. Finally, they were asked about the sources of information that they used in order to gain knowledge aboutthese elements. Results revealed that some iconic elements connected with cultural and historical heritage were predominant in the collective consciousness of trainee teachers. Furthermore, while the influence of school was noticeable, an even stronger influence of the social context and families was detected in their selection. Results suggest that the educational potential of cultural icons that are familiar to learners should be used in initial teacher training and history education. This would allow prospective teachers to promote engagement and develop an understanding of historical multiperspectivity among their students, fostering critical citizenship.
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    The influence of transmedia and extra-academic narratives on the formation of the historical culture of high school students
    (Frontiers Media, 2024-01-08) Muñoz Muñoz, Pablo; Ortuño Molina, Jorge; Molina Puche, Sebastián; Didáctica de las Ciencias Matemáticas y Sociales
    This paper concerns with the importance of traditional and extra-academic sources of knowledge in the configuration of historical culture of Spanish adolescents. To conduct the research, a descriptive phenomenological approach has been designed by analyzing the responses of forty-eight students to a semi-structured interview in which they had to choose 5 characters of contemporary history and indicate the origin of the information. The results show the high coincidence about who are historical significant characters: males and politicians, coincident with other studies conducted in Spain and other countries of the near sociocultural context. The degree of coincidence can be considered as a homogeneous image of the historical culture of the participants. In that sense, there is a high rate of coincidence in the source where this vision of history is mainly generated: the history classroom. The information obtained leads us to confirm the need to reflect on the important stereotypes generated after many decades of formal history teaching with contents far from a necessary critical review. For this reason, it is necessary to reorient the teaching of history to provide a better critical reasoning about how the past is used to understand current societies (ontological perspective) along with how we know about the past (epistemological perspective).
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    Valores y enseñanza de la historia. La representación social de relevancia histórica en docentes en formación
    (Ministerio de Educación, Formación Profesional y Deportes, 2025-03-31) Ortuño Molina, Jorge; Bellatti, Ilaria; Molina Puche, Sebastián; Didáctica de las Ciencias Matemáticas y Sociales
    La enseñanza de la historia conlleva un proceso de selección de contenidos que implica de por sí qué finalidades educativas se pretenden, al tiempo que el tratamiento de los personajes y acontecimientos involucran procesos de creación de significados que incluyen emociones y valores. Por ello, en este trabajo se analiza la representación social de docentes en formación sobre los hechos y personajes relevantes de la historia universal con la intención de ver qué valores predominan asociadas a los contenidos indicados. Con tal fin, se ha optado por un diseño mixto no experimental de corte descriptivo. En el estudio han participado 202 estudiantes del Grado en Educación Primaria de las universidades de Murcia y Barcelona en los cursos académicos 2020-2021 y 2021-2022. El cuestionario se ha diseñado con un enfoque asociativo por medio de palabras-estímulos que 5 personajes o eventos pudieran evocar. Las características de lo que se considera relevante históricamente por parte de los participantes muestran una imagen compartida con otros estudios tanto nacionales como del contexto europeo y latinoamericano, en los que predomina una visión androcéntrica, política y sociocéntrica. Además, el análisis de los valores asociados a los personajes y hechos muestra un predominio de la idea de progreso (avance) así como la de logro, las cuales corresponden en gran medida a valores actuales y que se pueden rastrear independientemente del contexto histórico de personajes y hechos. Lo esbozado en este trabajo puede servir para replantear estrategias para la enseñanza de la historia donde se haga más hincapié en la multiperspectiva, un mayor peso en la contextualización de los personajes y acontecimientos históricos, y en dar voz a personajes de la historia que tradicionalmente han sido silenciados en aras a resaltar unos valores dominantes más propios de la contemporaneidad que del verdadero peso, significado y sentido de los acontecimientos pasados.