Resumen
La construcción de interpretaciones históricas es una habilidad clave en la educación secundaria, ya que permite a los estudiantes desarrollar una comprensión más profunda y crítica del pasado. De esta manera, en este trabajo se ha evaluado la efectividad de un programa pedagógico para motivar el aprendizaje efectivo y el alcance de competencias académicas. Se ha trabajado con un grupo de 35 estudiantes, al que se le ha aplicado un pretest y un post test, con el fin de conocer los efectos del programa pedagógico. Los principales resultados mostraron una alta efectividad en el aprendizaje significativo al aplicar el programa pedagógico, siendo necesario una evaluación continua para los ajustes que puedan surgir en el tiempo, de manera que es adaptativo y aplicable a diferentes realidades sociales.
Citas
[1] C. Vega Gómez, Á. Romero González, M. J. Sáenz de Tejada, e I. Gil-Díez Usandizaga, "Monográfico 'nuevas miradas para la enseñanza de la historia social y cultural en la edad moderna': presentación," Contextos Educativos, no. 33, 2024.
[2] J. G. V. Alcívar e I. A. C. Suárez, "Uso de recursos educativos digitales como estrategia de aprendizaje en la materia de historia para estudiantes de segundo año de bachillerato," South Florida Journal of Development, vol. 5, no. 6, pp. e3991-e3991, 2024.
[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.
[2] J. G. V. Alcívar e I. A. C. Suárez, "Uso de recursos educativos digitales como estrategia de aprendizaje en la materia de historia para estudiantes de segundo año de bachillerato," South Florida Journal of Development, vol. 5, no. 6, pp. e3991-e3991, 2024.
[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.
Descargas
La descarga de datos todavía no está disponible.