The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history
This research responds to the need to make the historical learning a meaningful educational experience for the students’ lives. It aims to understand the concept of Historical Experience (HE) from a didactic perspective, its development in the teaching and learning processes and its link to the form...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/246548 |
| Acceso en línea: | https://hdl.handle.net/10533/246548 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Ciencias de la Educación Otras Especialidades de la Educación |
| Sumario: | This research responds to the need to make the historical learning a meaningful educational experience for the students’ lives. It aims to understand the concept of Historical Experience (HE) from a didactic perspective, its development in the teaching and learning processes and its link to the formation of historical thinking. To do this, the social representations of the teachers are analyzed based on their reflections, assessments and educational practices that they perform with oral history. This study utilizes a qualitative approach using the case study as a research method. The sample is composed by 33 professors of social sciences in Catalonia. Mixed methods are used for the analysis of the data obtained from the questionnaires (33), in-depth interviews (12), class observations and analysis of documents of one teacher and also from other two secondary teachers from Catalonia who use oral history as a teaching and learning strategy. From the theoretical contributions of the social sciences and based on the data obtained, a conceptual model of the HE is proposed to be applied to the research and teaching of history and social sciences. Moreover, the research has made possible to understand that the HE is related to a set of experiences, rational knowledge and practices that favor the teaching of history from a humanizing perspective, which articulates the skills of historical thinking and favors the prominence of students in the construction of their historical and social knowledge. The HE can be developed by the use of resources of testimonial-type which encourage critical interpretative processes and require interactive learning methods. It can be noted that among the main findings of this research is that the teachers show some lack of knowledge about the concept of HE. However, according to their perspective, they claim that reflecting on different experiential, cognitive and applied aspects, they favor the development of significant historical learnings. It is the experiential dimension that is most evident in their performances and in their educational practices. They also mention other aspects such as the interpretive process, interactive learning methods and student participation. In addition, it has been recognized that oral history is a strategy with great educational potential as it allows to incorporate in the classroom, experiential, interpretative and procedural aspects, so that the three dimensions of HE can be developed. Understanding the teaching of historical education as an HE construction process would renew the teaching practices so that students can live history, make history, and understand themselves as beings filled with historicity. Teachers should carry out experiences and generate situations whereby students can learn by doing, by thinking thoughtfully and by interacting with their environment. The connection with the reality, the appropriation of knowledge and the active linkages should be absolutely necessary to make the learning process meaningful and to generate inclusive, experiential and democratic educational practices. |
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