Abstract
The construction of historical interpretations is a key competency in secondary education, enabling students to develop a deeper and more critical understanding of the past. This paper has evaluated the effectiveness of a pedagogical program that motivates effective learning and the achievement of academic competencies. We worked with a group of 35 students, to whom a pre-test and a post-test were applied, to know the effects of the pedagogical program. The main results showed high effectiveness in significant learning when applied to the pedagogical program being necessary for a continuous evaluation of the adjustments that may arise over time to make it adaptive and applicable to different social realities.
References
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[13] B. Oteng, R. O. Mensah, P. Adiza Babah, y E. Swanzy-Impraim, "Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators," Cogent Education, vol. 10, no. 1, p. 2175515, 2023.
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[17] A. McCully, "History teaching, conflict and the legacy of the past," Education, Citizenship and Social Justice, vol. 7, no. 2, pp. 145-159, 2012.
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[3] G. Berdaliyeva, "Historical pedagogical aspects of improving the system of continuous professional development of teachers and advanced foreign experiences," Science and Innovation, vol. 2, no. B8, pp. 153-161, 2023.
[4] "Resultados PISA 2018: Latinoamérica por debajo del promedio," *Observatorio de Innovación Educativa*, Disponible en: https://observatorio.tec.mx/edu-news/prueba-pisa-2018-latinoamerica/. [Accedido: 10-sep-2024].
[5] L. A. Lopez-Agudo, S. M. González-Betancor, y O. D. Marcenaro-Gutierrez, "Language at home and academic performance: The case of Spain," Economic Analysis and Policy, vol. 69, pp. 16-33, 2021.
[6] J. Zhang y S. Bin Anual, "The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore," RELC Journal, vol. 39, no. 1, pp. 51-76, 2008.
[7] K. Munir y A. Kanwal, "Impact of educational and gender inequality on income and income inequality in South Asian countries," International Journal of Social Economics, vol. 47, no. 8, pp. 1043-1062, 2020.
[8] Banco Mundial y UNICEF, en colaboración con la UNESCO, "Cuatro de cada cinco niños en América Latina y el Caribe no podrán comprender un texto simple," comunicado de prensa, 23 de junio de 2022. [En línea]. Disponible en: https://www.bancomundial.org/es/news/press-release/2022/06/23/education-latin-america. [Accedido: 10-sep-2024].
[9] R. Forcadell Fabregat, "Los videojuegos como herramienta para el aprendizaje de la historia," 2023.
[10] K. M. L. Lopes y E. M. O. Lippe, "Teaching history from the inclusive educational practice perspective: analysis of Brazilian academic productions (2004-2021)," Ensino de História na ótica das práticas educativas inclusivas: análise das produções acadêmicas brasileiras (2004-2021).
[11] A. Saefudin, A. C. Santyaningtyas, A. F. Lubis, y S. Mokodenseho, "History, cultural shifts, and adaptation in social change: an ethnographic study in the Aboge Islamic Community," Journal of Innovation in Educational and Cultural Research, vol. 4, no. 2, pp. 303-310, 2023.
[12] Z. K. Kabulova, "The history of pedagogy as a teaching subject," Web of Teachers: Inderscience Research, vol. 1, no. 7, pp. 153-157, 2023.
[13] B. Oteng, R. O. Mensah, P. Adiza Babah, y E. Swanzy-Impraim, "Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators," Cogent Education, vol. 10, no. 1, p. 2175515, 2023.
[14] E. A. Yeager y E. K. Wilson, "Teaching historical thinking in the social studies methods course: A case study," The Social Studies, vol. 88, no. 3, pp. 121-126, 1997.
[15] G. W. McDiarmid, "Understanding history for teaching: A study of the historical understanding of prospective teachers," en Cognitive and instructional processes in history and the social sciences, Routledge, 2012, pp. 159-185.
[16] S. S. Wineburg y S. M. Wilson, "Models of wisdom in the teaching of history," The Phi Delta Kappan, vol. 70, no. 1, pp. 50-58, 1988.
[17] A. McCully, "History teaching, conflict and the legacy of the past," Education, Citizenship and Social Justice, vol. 7, no. 2, pp. 145-159, 2012.
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