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The influence of transmedia and extra-academic narratives on the formation of the historical culture of high school students

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dc.contributor.authorMuñoz Muñoz, Pablo
dc.contributor.authorOrtuño Molina, Jorge
dc.contributor.authorMolina Puche, Sebastián
dc.contributor.departmentDidáctica de las Ciencias Matemáticas y Sociales
dc.coverage.spatialMurcia (España)es
dc.coverage.temporalSiglo XXIes
dc.date.accessioned2024-01-15T08:56:13Z
dc.date.available2024-01-15T08:56:13Z
dc.date.issued2024-01-08
dc.description© 2024, Muñoz-Muñoz, Ortuno-Molina and Molina-Puche. 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 Education.es
dc.description.abstractThis paper concerns with the importance of traditional and extra-academic sources of knowledge in the configuration of historical culture of Spanish adolescents. To conduct the research, a descriptive phenomenological approach has been designed by analyzing the responses of forty-eight students to a semi-structured interview in which they had to choose 5 characters of contemporary history and indicate the origin of the information. The results show the high coincidence about who are historical significant characters: males and politicians, coincident with other studies conducted in Spain and other countries of the near sociocultural context. The degree of coincidence can be considered as a homogeneous image of the historical culture of the participants. In that sense, there is a high rate of coincidence in the source where this vision of history is mainly generated: the history classroom. The information obtained leads us to confirm the need to reflect on the important stereotypes generated after many decades of formal history teaching with contents far from a necessary critical review. For this reason, it is necessary to reorient the teaching of history to provide a better critical reasoning about how the past is used to understand current societies (ontological perspective) along with how we know about the past (epistemological perspective).es
dc.formatapplication/pdfes
dc.format.extent9es
dc.identifier.citationFrontiers in Education, 8:1295500.
dc.identifier.doihttps://doi.org/10.3389/feduc.2023.1295500
dc.identifier.issnElectronic: 2504-284X
dc.identifier.urihttp://hdl.handle.net/10201/137320
dc.languageenges
dc.publisherFrontiers Mediaes
dc.relationProyecto de investigación ID 2020-114434RB- 100 by MCIN/AEI/10.13039/501100011033.es
dc.relation.ispartofProyecto de investigación ID 2020-114434RB- 100 by MCIN/AEI/10.13039/501100011033.es
dc.relation.publisherversionhttps://www.frontiersin.org/articles/10.3389/feduc.2023.1295500/fulles
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectHistory teachinges
dc.subjectFormal educationes
dc.subjectTransmediaes
dc.subjectHistorical culturees
dc.subjectSecondary educationes
dc.subjectEnseñanza de la historiaes
dc.subjectEducación formales
dc.subjectCultura históricaes
dc.subjectEducación Secundariaes
dc.subject.otherCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::373 - Enseñanza primaria y secundariaes
dc.titleThe influence of transmedia and extra-academic narratives on the formation of the historical culture of high school studentses
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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