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https://doi.org/10.3389/feduc.2024.1288270
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Campo DC | Valor | Lengua/Idioma |
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dc.contributor.author | Ibagón Martin, Nilson Javier | - |
dc.contributor.author | Miralles Martínez, Pedro | - |
dc.contributor.other | Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Didáctica de las Ciencias Matemáticas y Sociales | - |
dc.date.accessioned | 2024-01-23T23:10:51Z | - |
dc.date.available | 2024-01-23T23:10:51Z | - |
dc.date.issued | 2024-01-23 | - |
dc.identifier.citation | Frontiers in Education, Vol. 9:1288270 | es_ES |
dc.identifier.issn | 2504-284X | - |
dc.identifier.uri | http://hdl.handle.net/10201/137618 | - |
dc.description | ©2024. The authors. This document is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the published version of a Published Work that appeared in final form in Frontiers in Education. To access the final edited and published work see https://doi.org/10.3389/feduc.2024.1288270 | - |
dc.description.abstract | In the field of history education research, the analysis of the construction, circulation and appropriation of controversial and difficult histories has become a particularly relevant issue. Based on this line of research, the present study seeks to analyze the historical judgments of Spanish and Colombian students regarding processes of historical reconciliation, linked to situations of a controversial and difficult nature. To achieve this objective, a quantitative, nonexperimental, survey-based design was employed. A total of 648 Spanish and 764 Colombian students from schools located in the cities of Murcia (Spain) and Bogotá (Colombia) participated by answering a closed questionnaire. The results show that ethical judgments on controversial issues, established on what is considered to be politically correct, are more frequent when the problem being evaluated is situated in a frame of reference external to questions of national belonging. However, such judgments tend to decrease, or assume a neutral standpoint, when the controversial issue is related to the individual’s own sense of identity. Thus, it is clear that the learning of difficult and controversial historical issues is not only built on a cognitive dimension. It is also supported by political, ethical and aesthetic dimensions, leading to the processes of making and receiving historical judgments being even more complex. | - |
dc.format | application/pdf | es_ES |
dc.format.extent | 12 | - |
dc.language | eng | es_ES |
dc.publisher | Frontiers | - |
dc.relation | The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This study is a result of the R&D&I project entitled “La enseñanza y el aprendizaje de competencias históricas en bachillerato: un reto para lograr una ciudadanía crítica y democrática” (The teaching and learning of historical skills in baccalaureate education: a challenge for achieving a critical and democratic citizenship) (PID2020-113453RB-I00), funded by the Spanish Ministry for Science and Innovation MCIN/AEI/10.13039/501100011033. | - |
dc.relation.isreferencedby | ED_IDENTRADA=1303 | - |
dc.rights | info:eu-repo/semantics/openAccess | * |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | History education | - |
dc.subject | Controversial history | - |
dc.subject | Difficult history | - |
dc.subject | Historical reconciliation | - |
dc.subject | Students’ conceptions | - |
dc.title | The conceptions of Spanish and Colombian students regarding processes of historical reconciliation | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.relation.publisherversion | https://www.frontiersin.org/articles/10.3389/feduc.2024.1288270/full | - |
dc.identifier.doi | https://doi.org/10.3389/feduc.2024.1288270 | - |
Aparece en las colecciones: | Artículos: Didáctica de las Ciencias Matemáticas y Sociales |
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CONCEPCION..A.pdf | 378,34 kB | Adobe PDF | Visualizar/Abrir |
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