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Article

English, Spanish, Portuguese

ID: <

oai:doaj.org/article:2c705a180f2944bf9d15f2824555dffb

>

·

DOI: <

10.7440/res52.2015.06

>

Where these data come from
Historical competences and narratives: historical thinking of Spanish students and future secondary school teachers

Abstract

This paper examines the competencies in historical thinking of high school students and pre-service teachers in Spain, as well as their narratives about Spanish History. Qualitative methods are used in order to identify: a) their historical thinking, including substantive knowledge and use of meta-concepts; b) the narratives, the cognitive gradation (SOLO taxonomy), and the narrative subject employed. The findings show that a majority of secondary school students do not use meta-concepts. The degree of complexity of historical thinking among pre-service teachers is related to their use of substantive content. The results point to the need to improve history education, including substantive knowledge and the development of specific historical competencies.

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