HistoryLab
for Civic Engagement
HistoryLab
for Civic Engagement
Dissemination: Articles of HistoryLab Project
Teaching the History of Europe from Active Methods And Civic Engagement. Design and Validation of a Proposal
Authors
- Cosme J. Gómez Carrasco, University of Murcia
- Jairo Rodríguez-Medina, University of Valladolid
- Álvaro Chaparro Sáinz, University of Almeria
- María del Mar Felices de la Fuente, University of Almeria
Summary
The Covid-19 pandemic has highlighted the need for several changes in the field of history education. In one hand, the need for a methodological change that integrates active learning methods, digital resources and emerging technologies to attend students’ non-face-to-face lessons. Traditionally, history in Secondary Education has formed a space in which the most successful students adopt the ways of reading, memorizing, thinking and writing as required by the teacher (Nokes, 2017). In opposition to this traditional form, there is an alternative model that aims to make students capable of interpreting and using the information. This model considers knowledge as a construction shaped by an interdisciplinary approach and real social problems. Active learning methods and digital resources play a fundamental role in this change within this globalized and hyperconnected society of the 21st century.
Digital Resources and Teaching Approaches in Preservice Training of History Teachers
DOI: 10.5944/educXX1.30483
Authors
- Cosme Jesús Gómez Carrasco, University of Murcia
- Jairo Rodríguez-Medina, University of Valladolid
- Álvaro Chaparro Sáinz, University of Almeria
- Santiago Alonso García, University of Granada
Summary
The present research is approached taking into account the studies that demonstrate the connection that teachers in training make with the playful or motivational role granted to ICT and digital resources, as well as from the research shown by the association between a teacher-centred teaching approach (ITTF) with superficial learning and a student-centred approach (CCSF) with deep learning.Thus, the general objective of this research is to analyze the teaching approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom. For this purpose, a non-experimental quantitative design with a Likert scale was used, in which 646 students of the Master’s Degree in Teacher Training in the specialty of Geography and History from 22 different national universities participated, that is, 70% of the universities offering this degree in Spain.As a general conclusion, the statistical analysis carried out with the data corresponding to the approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom allows us to infer that the validation and reliability of the applied tool is very positive; that there is a weak link between digital resources and educational processes and; finally, a significant relationship between the application of a particular teaching approach and a particular view about the use of technological resources is highlighted.
The present research is approached taking into account the studies that demonstrate the connection that teachers in training make with the playful or motivational role granted to ICT and digital resources, as well as from the research shown by the association between a teacher-centred teaching approach (ITTF) with superficial learning and a student-centred approach (CCSF) with deep learning.Thus, the general objective of this research is to analyze the teaching approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom. For this purpose, a non-experimental quantitative design with a Likert scale was used, in which 646 students of the Master’s Degree in Teacher Training in the specialty of Geography and History from 22 different national universities participated, that is, 70% of the universities offering this degree in Spain.As a general conclusion, the statistical analysis carried out with the data corresponding to the approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom allows us to infer that the validation and reliability of the applied tool is very positive; that there is a weak link between digital resources and educational processes and; finally, a significant relationship between the application of a particular teaching approach and a particular view about the use of technological resources is highlighted.
Teaching Approaches and Profile Analysis: An Exploratory Study With Trainee History Teachers
Authors
- Cosme Jesús Gómez Carrasco, University of Murcia
- Jairo Rodríguez-Medina, University of Valladolid
- Álvaro Chaparro Sáinz, University of Almeria
- José Monteagudo-Fernández, University of Murcia
Summary
The objective of this study is to analyze the teaching approaches of trainee history teachers in Spain. A non-experimental quantitative design was employed with data being gathered via a questionnaire with a Likert-type scale (1–5). Six hundred forty-six students of master’s degrees in geography and history teacher training from 22 different universities took part in the study, of whom 358 were men (55.41%) and 280 women (43.34%). The analytical process was performed in four phases. In the first of them, the reliability of the measures was estimated (internal consistency, reliability of the individual indicators, and reliability of the construct). In the second phase, an exploratory factor analysis (EFA) was carried out on the matrix of polychoric correlations between the items. In the third phase, evidence of convergent and discriminant validity was analyzed by way of a confirmatory factor analysis. In the fourth phase, a hierarchical cluster analysis was carried out in order to verify the presence of possible groups and, finally, to ascertain the differences between groups by way of an inferential analysis (ANOVA and Student’s t). No significant differences were detected in the scoring groups within the Conceptual Change/Student-Focused approach (CCSF subscale) according to the sex of the participants. However, there were significant differences in the Information Transmission Teacher-Focused approach (ITT subscale). A cluster analysis reveals significant differences with regard to the sex of future secondary education history teachers in Spain.
The objective of this study is to analyze the teaching approaches of trainee history teachers in Spain. A non-experimental quantitative design was employed with data being gathered via a questionnaire with a Likert-type scale (1–5). Six hundred forty-six students of master’s degrees in geography and history teacher training from 22 different universities took part in the study, of whom 358 were men (55.41%) and 280 women (43.34%). The analytical process was performed in four phases. In the first of them, the reliability of the measures was estimated (internal consistency, reliability of the individual indicators, and reliability of the construct). In the second phase, an exploratory factor analysis (EFA) was carried out on the matrix of polychoric correlations between the items. In the third phase, evidence of convergent and discriminant validity was analyzed by way of a confirmatory factor analysis. In the fourth phase, a hierarchical cluster analysis was carried out in order to verify the presence of possible groups and, finally, to ascertain the differences between groups by way of an inferential analysis (ANOVA and Student’s t). No significant differences were detected in the scoring groups within the Conceptual Change/Student-Focused approach (CCSF subscale) according to the sex of the participants. However, there were significant differences in the Information Transmission Teacher-Focused approach (ITT subscale). A cluster analysis reveals significant differences with regard to the sex of future secondary education history teachers in Spain.
Immigrant Students and the Swedish National Test in History
Author
- Fredrik Alvén, Faculty of Education and Society, Society, Culture and Identity, Malmö University, Malmö, Sweden
Summary
In Sweden, immigrant students with a non-European background perform worse in school than students from the majority group. Research has so far focused on language problems, and political investments have been concentrated around developing immigrant student’s language because it is hard to manage school without a functional language. However, social science in school also rests on cultural understanding, which is difficult if you are not a part of the culture. This is certainly true for the subject of history, which has a strong tradition of fostering a historical nationalistic canon. By analyzing the items in the national test in history relative to how the immigrant students perform, this study investigates whether there are certain types of items that, on the one hand, discriminate against them and, on the other hand, work to their advantage. This is important knowledge if we want to be able to make fair and just assessments.
In Sweden, immigrant students with a non-European background perform worse in school than students from the majority group. Research has so far focused on language problems, and political investments have been concentrated around developing immigrant student’s language because it is hard to manage school without a functional language. However, social science in school also rests on cultural understanding, which is difficult if you are not a part of the culture. This is certainly true for the subject of history, which has a strong tradition of fostering a historical nationalistic canon. By analyzing the items in the national test in history relative to how the immigrant students perform, this study investigates whether there are certain types of items that, on the one hand, discriminate against them and, on the other hand, work to their advantage. This is important knowledge if we want to be able to make fair and just assessments.
The vision of the Modern Age in the historical novel: images and representations
Authors
- Álvaro Chaparro Sainz, University of Almeria
- María del Mar Felices de la Fuente, University of Almeria
- Cosme J. Gómez Carrasco, University of Murcia
Summary
In the last two decades, the historical novel has starred a progressive and regular increase in the publishing market, consolidating itself as one of the most demanded literary subgenres. In this context, the objective of this research is to know the historical novels, about Early Modern Age, that have been published in this period and, particularly, the events, facts or figures that are present in its pages. For this, we have analyzed almost five hundred historical novels, published from 2000 to the present. These historical novels were cataloged in the Biblioteca Nacional de España. As main results, we highlight the absence of significant alterations in the thematic or in the treatment of certain characters, as well as the invisibility of certain topics or social groups that, despite having a large volume of studies, continue not to arouse enough interest for the literature historical.
In the last two decades, the historical novel has starred a progressive and regular increase in the publishing market, consolidating itself as one of the most demanded literary subgenres. In this context, the objective of this research is to know the historical novels, about Early Modern Age, that have been published in this period and, particularly, the events, facts or figures that are present in its pages. For this, we have analyzed almost five hundred historical novels, published from 2000 to the present. These historical novels were cataloged in the Biblioteca Nacional de España. As main results, we highlight the absence of significant alterations in the thematic or in the treatment of certain characters, as well as the invisibility of certain topics or social groups that, despite having a large volume of studies, continue not to arouse enough interest for the literature historical.
Re-imagining the Teaching of European History Promoting Civic Education and Historical Consciousness
Authors
- Cosme J. Gómez Carrasco, University of Murcia
Summary
This book explores the challenges of teaching European history in the 21st century and provides research-informed approaches to history teaching that combine civic education, historical consciousness, and the teaching of controversial social issues. With contributions from researchers across Europe, the book includes both theoretical and case study chapters. The first part of the book addresses issues such as globalization and teaching in an interconnected world, using multicultural and critical approaches, decolonizing education, and teaching uncomfortable narratives of the past. The second part of the book showcases thematic chapters dedicated to teaching intersecting topics in the European curriculum such as violence and armed conflict, social inequality, gender equality, the technological revolution, and religion.
Ultimately, this volume promotes criticality, civic engagement, and reflection on social issues, thereby prompting methodological change in the teaching of history as we know it. It will appeal to researchers and students of history education, democratic education, and citizenship education, as well as teacher educators and trainee teachers in history.
This book explores the challenges of teaching European history in the 21st century and provides research-informed approaches to history teaching that combine civic education, historical consciousness, and the teaching of controversial social issues. With contributions from researchers across Europe, the book includes both theoretical and case study chapters. The first part of the book addresses issues such as globalization and teaching in an interconnected world, using multicultural and critical approaches, decolonizing education, and teaching uncomfortable narratives of the past. The second part of the book showcases thematic chapters dedicated to teaching intersecting topics in the European curriculum such as violence and armed conflict, social inequality, gender equality, the technological revolution, and religion.
Ultimately, this volume promotes criticality, civic engagement, and reflection on social issues, thereby prompting methodological change in the teaching of history as we know it. It will appeal to researchers and students of history education, democratic education, and citizenship education, as well as teacher educators and trainee teachers in history.
Cases on Historical Thinking and Gamification in Social Studies and Humanities Education
Authors
- María Martínez-Hita, University of Murcia
- Cosme J. Gómez Carrasco, University of Murcia
- Pedro Miralles-Martínez, University of Murcia
Summary
Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges.
Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students’ conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.
Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges.
Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students’ conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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