The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks

Molina Saorín, Jesús; Trigueros Cano, Francisco Javier; Miralles Martínez, Pedro; Álvarez Martínez Iglesias, José María

Publication:
The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks

dc.contributor.author	Molina Saorín, Jesús
dc.contributor.author	Trigueros Cano, Francisco Javier
dc.contributor.author	Miralles Martínez, Pedro
dc.contributor.author	Álvarez Martínez Iglesias, José María
dc.contributor.department	Didáctica y Organización Escolar
dc.date.accessioned	2024-02-01T15:07:11Z
dc.date.available	2024-02-01T15:07:11Z
dc.date.issued	2021-04
dc.description	©2021. This manuscript version 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 International Journal of Learning, Teaching and Educational Research. To access the final edited and published work see https://doi.org/10.26803/ijlter.20.4.8	es
dc.description.abstract	This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research wascarried out for the benefit of teachers and for the improvement of the teaching-learning process.The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevantpublishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicatedthat the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it wasconcluded that for students to strengthen the development and acquisition of criticalthinking,the use of textbooks must be integrated with other,more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.	es
dc.format	application/pdf	es
dc.format.extent	15	es
dc.identifier.citation	International Journal of Learning, Teaching and Educational Research. Vol. 20, No. 4, pp. 137-151, April 2021
dc.identifier.doi	10.26803/ijlter.20.4.8
dc.identifier.issn	1694-2493
dc.identifier.issn	1694-2116
dc.identifier.uri	http://hdl.handle.net/10201/138438
dc.language	eng	es
dc.relation	Sin financiación externa a la Universidad	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Historical education	es
dc.subject	Historical thinking	es
dc.subject	Key competencies	es
dc.subject	Textbooks	es
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre	es
dc.title	The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es