Publication: Diseño y evaluación de unidades formativas para la enseñanza de competencias de pensamiento histórico en educación secundaria
Authors
Miralles Sánchez, Pedro
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Escuelas::Escuela Internacional de Doctorado
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Gómez Carrasco, Cosme Jesús ; Rodríguez Medina, Jairo ; Sánchez Ibáñez, Raquel
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
Esta tesis doctoral por compendio de publicaciones tiene como objetivo principal validar y evaluar unidades formativas diseñadas e implementadas a partir de un programa formativo dirigido a estudiantes del Máster en Profesorado de la especialidad de Geografía e Historia. La evaluación persigue determinar su eficacia para mejorar el proceso de enseñanza-aprendizaje de competencias de pensamiento histórico en educación secundaria, a través de métodos activos, que permita convertir al alumnado en ciudadanos críticos.
Para ello, se aborda una investigación evaluativa con un enfoque mixto explicativo y un diseño cuasiexperimental A-B. Se han aplicado tanto técnicas cuantitativas para los datos recopilados a través de los cuestionarios, como técnicas cualitativas para la información obtenida mediante un grupo focal y entrevistas. Además, se ha empleado una metodología observacional, para recoger datos sobre la metodología enseñanza de competencias de pensamiento histórico. El diseño de la investigación se estructura en tres fases de las que derivan los tres artículos del compendio y una publicación complementaria. La fase 1 está orientada al diseño y realización de un programa formativo que sirva de guía para la elaboración de unidades formativas que fomenten el pensamiento histórico mediante métodos activos de enseñanza. La fase 2 se centra en la validación de los instrumentos de recogida de datos y unidades formativas. Por último, la fase 3 está dirigida a la evaluación de las unidades formativas, teniendo en cuenta las variables siguientes: metodología, motivación, satisfacción, aprendizaje y discurso docente.
Los resultados cuantitativos obtenidos han indicado que en el análisis de la varianza de medidas repetidas se han encontrado diferencias significativas de efecto mediano en el factor fase pre y post en aprendizaje y satisfacción (ηp2 = .12 y .13), y de efecto grande en metodología y motivación (ηp2 = .26 y .144). En cuanto al factor sexo se han encontrado diferencias significativas de efecto pequeño en la motivación (ηp2 = .026), siendo mayor los valores de las mujeres. También se encuentran diferencias significativas de efecto pequeño en el postest en función del sexo en satisfacción y motivación (ηp2 = .06 y .04). Ha llamado la atención por su parte declaraciones bastante positivas tanto de los alumnos de máster como de los alumnos y profesores de instituto, mientras que las observaciones muestran un predominio del discurso de contextualización histórica, en detrimento de actividades que promuevan el pensamiento histórico crítico. También se reveló relaciones significativas entre el discurso interpretativo y metodologías activas, entre la contextualización histórica y el uso de fuentes, así como una relación de mutua inhibición entre la exploración de conocimientos previos y el desarrollo de habilidades de pensamiento histórico, y una relación de activación mutua entre la interpretación y el pensamiento histórico.
Finalmente, tras una discusión con la bibliografía específica sobre enseñanza de la historia en educación secundaria, se concluye que punto fuerte de esta investigación es la novedosa metodología utilizada, siendo la observación poco utilizada en la enseñanza de la historia, sobre todo con un modelo mixto como el de esta investigación, lo que puede ser útil para la formación del profesorado. El programa formativo implementado, que dio como resultado las unidades formativas, ha sido altamente eficaz en las variables que se han tenido en cuenta, aun así, la investigación tiene algunas limitaciones como el reducido número de clases y de participantes, la regionalidad y especificidad del estudio, dificultades a la hora de la implementación, y las limitaciones de tiempo para llevarla a cabo. En cuanto a posibles vías de investigación futura, destacan explorar la interacción entre la activación de conocimientos previos y el desarrollo del pensamiento histórico y replicar este estudio en otros niveles educativos
This doctoral thesis is a compendium of publications whose main objective is to validate and evaluate training units designed and implemented from a training programme aimed at students of the master’s degree in Teacher Training specialising in Geography and History. The evaluation aims to determine their effectiveness in improving the teaching-learning process of historical thinking skills in secondary education, through active methods, which will enable students to become critical citizens. For this purpose, evaluative research with a mixed explanatory approach and a quasi-experimental A-B design is undertaken. Both quantitative techniques have been applied for the data collected through the questionnaires, and qualitative techniques for the information obtained through a focus group and interviews. In addition, an observational methodology was used to collect data on the methodology for teaching historical thinking skills. The research design is structured in three phases from which the three articles of the compendium and a complementary publication are derived. Phase 1 focuses on the design and implementation of a training programme to guide the development of training units that promote historical thinking through active teaching methods. Phase 2 focuses on the validation of data collection instruments and training units. Finally, phase 3 is aimed at the evaluation of the training units, taking into account the following variables: methodology, motivation, satisfaction, learning and teaching discourse. The quantitative results obtained indicated that in the repeated measures analysis of variance, significant differences of medium effect were found in the pre and post phase factor in learning and satisfaction (ηp2 = .12 and .13), and of large effect in methodology and motivation (ηp2 = .26 and .144). As for the gender factor, significant small-effect differences were found in motivation (ηp2 = .026), with higher values for women. Significant small effect differences were also found in the post-test in terms of satisfaction and motivation (ηp2 = .06 and .04). On the other hand, quite positive statements from both master's students and high school students and teachers are striking, while the observations show a predominance of historical contextualisation discourse, to the detriment of activities that promote critical historical thinking. It also revealed significant relationships between interpretative discourse and active methodologies, between historical contextualisation and the use of sources, as well as a mutually inhibiting relationship between the exploration of prior knowledge and the development of historical thinking skills, and a mutually activating relationship between interpretation and historical thinking. Finally, after a discussion with the specific literature on history teaching in secondary education, it is concluded that the strong point of this research is the novel methodology used, observation being rarely used in history teaching, especially with a mixed model such as the one in this research, which can be useful for teacher training. The training programme implemented, which resulted in the training units, has been highly effective in the variables that have been taken into account, even so, the research has some limitations such as the small number of classes and participants, the regionality and specificity of the study, difficulties at the time of implementation, and time constraints to carry it out. Possible avenues for future research include exploring the interaction between the activation of prior knowledge and the development of historical thinking and replicating this study at other educational levels.
This doctoral thesis is a compendium of publications whose main objective is to validate and evaluate training units designed and implemented from a training programme aimed at students of the master’s degree in Teacher Training specialising in Geography and History. The evaluation aims to determine their effectiveness in improving the teaching-learning process of historical thinking skills in secondary education, through active methods, which will enable students to become critical citizens. For this purpose, evaluative research with a mixed explanatory approach and a quasi-experimental A-B design is undertaken. Both quantitative techniques have been applied for the data collected through the questionnaires, and qualitative techniques for the information obtained through a focus group and interviews. In addition, an observational methodology was used to collect data on the methodology for teaching historical thinking skills. The research design is structured in three phases from which the three articles of the compendium and a complementary publication are derived. Phase 1 focuses on the design and implementation of a training programme to guide the development of training units that promote historical thinking through active teaching methods. Phase 2 focuses on the validation of data collection instruments and training units. Finally, phase 3 is aimed at the evaluation of the training units, taking into account the following variables: methodology, motivation, satisfaction, learning and teaching discourse. The quantitative results obtained indicated that in the repeated measures analysis of variance, significant differences of medium effect were found in the pre and post phase factor in learning and satisfaction (ηp2 = .12 and .13), and of large effect in methodology and motivation (ηp2 = .26 and .144). As for the gender factor, significant small-effect differences were found in motivation (ηp2 = .026), with higher values for women. Significant small effect differences were also found in the post-test in terms of satisfaction and motivation (ηp2 = .06 and .04). On the other hand, quite positive statements from both master's students and high school students and teachers are striking, while the observations show a predominance of historical contextualisation discourse, to the detriment of activities that promote critical historical thinking. It also revealed significant relationships between interpretative discourse and active methodologies, between historical contextualisation and the use of sources, as well as a mutually inhibiting relationship between the exploration of prior knowledge and the development of historical thinking skills, and a mutually activating relationship between interpretation and historical thinking. Finally, after a discussion with the specific literature on history teaching in secondary education, it is concluded that the strong point of this research is the novel methodology used, observation being rarely used in history teaching, especially with a mixed model such as the one in this research, which can be useful for teacher training. The training programme implemented, which resulted in the training units, has been highly effective in the variables that have been taken into account, even so, the research has some limitations such as the small number of classes and participants, the regionality and specificity of the study, difficulties at the time of implementation, and time constraints to carry it out. Possible avenues for future research include exploring the interaction between the activation of prior knowledge and the development of historical thinking and replicating this study at other educational levels.
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10-oct-2999
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