Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

Gómez, Cosme J.; Solé, Glória; Miralles, Pedro; Sánchez, Raquel

Publication:
Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

dc.contributor.author	Gómez, Cosme J.
dc.contributor.author	Solé, Glória
dc.contributor.author	Miralles, Pedro
dc.contributor.author	Sánchez, Raquel
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.date.accessioned	2025-02-05T12:32:20Z
dc.date.available	2025-02-05T12:32:20Z
dc.date.issued	2020-11-30
dc.description	© 2020 Authors This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0 This document is the published version of a published work that appeared in final form in Frontiers in Psychology. To access the final edited and published work see: https://doi.org/10.3389/fpsyg.2020.521115	es
dc.description.abstract	The main objective of this article is to analyze the cognitive level of the activities in History textbooks in Spain, England, and Portugal in the transition stage from Primary to Secondary Education (11–13 years), according to the country of origin, typology, and the concepts and disciplinary contents included. The design of this research is quantitative, descriptive, and cross-sectional. The non-probabilistic sample consists of 6,561 activities contained in 27 school textbooks from Spain, England, and Portugal. Descriptive and contrast analyses have been carried out using parametric tests. The results indicate that textbooks from Spain and Portugal mainly include activities situated between a basic and intermediate cognitive level while in England, the cognitive level of activities is medium or high. The ANOVA and Tukey B tests show significant differences between the cognitive level required in the activities and the typology of exercises, the concepts, and historical contents worked on. The activities with higher cognitive level correspond to those of creation and essays, the exercises that work on empathy and historical relevance, and that contain activities of social and economic history. In contrast, the activities with the lowest cognitive level are short questions and objective tests, those that work on first-order concepts (data and concrete facts), and those on the History of Art. The conclusion is that there is a need for a balanced presence of first-order content and historical thinking skills, the application in the classroom of a more active student-centered methodology, and the teachers’ conception of history teaching that prioritizes historical skills.	es
dc.format	application/pdf	es
dc.format.extent	11	es
dc.identifier.citation	Frontiers in Psychology 2020 11:521115.
dc.identifier.doi	https://doi.org/10.3389/fpsyg.2020.521115
dc.identifier.uri	http://hdl.handle.net/10201/150124
dc.language	eng	es
dc.publisher	Frontiers Media	es
dc.relation	This research was funded by the “Spanish Ministry for Science, Innovation and Universities, Secretary of State for Universities, Research, Development and Innovation,” grant number PGC2018- 094491-B-C33, “Seneca Foundation, Regional Agency for Science and Technology,” grant numbers 20638/JLI/18 and 20874/PI/18, and CEIR Campus Mare Nostrum	es
dc.relation.publisherversion	https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.521115/full	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	History education	es
dc.subject	Textbooks	es
dc.subject	Hstorical thinking	es
dc.subject	Cognitive skills	es
dc.subject	Epistemology	es
dc.title	Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es