Publication: Análisis de las competencias de pensamiento histórico y niveles cognitivos en los manuales de Historia de Bachillerato españoles e ingleses
Authors
Campillo Ferrer, José María ; Sánchez Ibáñez, Raquel ; Castro-Fernández, Belén
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Publisher
Universidad de Oviedo
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DOI
https://doi.org/10.17811/rifie.22480
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info:eu-repo/semantics/article
Description
Abstract
El fortalecimiento de las competencias básicas en la actual legislación española e inglesa ha supuesto un estímulo, para el diseño de libros de texto más adaptados a las necesidades educativas del alumnado. En este estudio se han examinado qué competencias históricas están más presentes en los manuales españoles e ingleses de 1.º de Bachillerato y el nivel cognitivo asociado a las actividades analizadas. Para este fin, se ha diseñado una rúbrica para la evaluación de competencias históricas (RECH), con la que cotejar el número de competencias básicas identificado, así como el nivel cognitivo asociado a cada una de ellas. El cotejo de las 3214 actividades examinadas refleja un tratamiento más exhaustivo de la evidencia histórica, tanto en los manuales españoles como en los ingleses. En términos cognitivos, los libros de texto muestran un nivel de desarrollo intermedio en ambos países. Se concluye que existe margen para mejorar tanto la presencia y distribución de las competencias históricas identificadas, como los niveles cognitivos asociados en los manuales de Bachillerato españoles e ingleses.
The strengthening of basic skills in current Spanish and English legislation has stimulated the design of textbooks that are better adapted to the educational needs of students. In this study, we have examined which historical competences are most present in Spanish and English textbooks for the 1st year of Baccalaureate and the cognitive level associated with the activities analysed. For this purpose, a rubric for the assessment of historical competences (RECH) was designed to compare the number of basic competences identified, as well as the cognitive level associated with each of them. The comparison of the 3214 activities examined shows a more exhaustive treatment of historical evidence in both Spanish and English textbooks. In cognitive terms, the textbooks show an intermediate level of development in both countries. It concludes that there is room for improvement in both the presence and distribution of the identified historical competences and the associated cognitive levels in the Spanish and English Baccalaureate textbooks.
The strengthening of basic skills in current Spanish and English legislation has stimulated the design of textbooks that are better adapted to the educational needs of students. In this study, we have examined which historical competences are most present in Spanish and English textbooks for the 1st year of Baccalaureate and the cognitive level associated with the activities analysed. For this purpose, a rubric for the assessment of historical competences (RECH) was designed to compare the number of basic competences identified, as well as the cognitive level associated with each of them. The comparison of the 3214 activities examined shows a more exhaustive treatment of historical evidence in both Spanish and English textbooks. In cognitive terms, the textbooks show an intermediate level of development in both countries. It concludes that there is room for improvement in both the presence and distribution of the identified historical competences and the associated cognitive levels in the Spanish and English Baccalaureate textbooks.
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Citation
Aula Abierta Vol. 54 Núm. 3 (2025)
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