Estándares de aprendizaje y evaluación del pensamiento histórico, ¿incompatibles? Análisis de currículos, programaciones, exámenes y opinión de expertos en España

This work analyzes the influence of learning standards recently introduced in evaluation of History requirements applied in the fourth grade of secondary school in Spain (15-16 year olds). This is a descriptive study that incorporates content analysis and data quantification. The paper analyzes legi...

Descripción completa

Detalles Bibliográficos
Autores: Monteagudo Fernández, José, López Facal, Ramón
Tipo de recurso: artículo
Fecha de publicación:2018
País:España
Institución:Universidad de Santiago de Compostela (USC)
Repositorio:Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela
Idioma:español
OAI Identifier:oai:minerva.usc.gal:10347/17290
Acceso en línea:http://hdl.handle.net/10347/17290
Access Level:acceso abierto
Palabra clave:Materias::Investigación::58 Pedagogía
Descripción
Sumario:This work analyzes the influence of learning standards recently introduced in evaluation of History requirements applied in the fourth grade of secondary school in Spain (15-16 year olds). This is a descriptive study that incorporates content analysis and data quantification. The paper analyzes legislative texts and the different curricula used at the state level and in five autonomous communities, didactic programming and exams given in the 2016-2017 school year. To do so, it uses content analysis and an opinion survey sent by mail to five experts in social science didactics. The results show an assessment based on rote exams about conceptual and factual contents despite legislative changes. However, it notes glimpses of improvement in the history teaching-learning process through consideration of a new curriculum.

Similares en LA Referencia