Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment

History teaching from early educational stages not only should assess the student’s ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progressof students. This study evaluates the effec...

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Detalles Bibliográficos
Autores: Tirado Olivares, Sergio, López Fernández, Carlota, González-Calero Somoza, José Antonio, Cózar Gutiérrez, Ramón
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad de Castilla-La Mancha
Repositorio:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/39142
Acceso en línea:https://hdl.handle.net/10578/39142
Access Level:acceso abierto
Palabra clave:Formative Assessment
Historical thinking
History teaching
Learning Analytics
Primary Education
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spelling Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessmentTirado Olivares, SergioLópez Fernández, CarlotaGonzález-Calero Somoza, José AntonioCózar Gutiérrez, RamónFormative AssessmentHistorical thinkingHistory teachingLearning AnalyticsPrimary EducationHistory teaching from early educational stages not only should assess the student’s ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progressof students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventysix elementary students aged 10–12 years old participated in the study. The resultsindicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students’ knowledgeand students’ self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.Springer202420242024info:eu-repo/semantics/articleapplication/pdfapplication/pdfhttps://hdl.handle.net/10578/39142reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésFPU20/023752022-GRIN-34039info:eu-repo/semantics/openAccessoai:ruidera.uclm.es:10578/391422026-05-27T07:36:41Z
dc.title.none.fl_str_mv Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment
title Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment
spellingShingle Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment
Tirado Olivares, Sergio
Formative Assessment
Historical thinking
History teaching
Learning Analytics
Primary Education
title_short Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment
title_full Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment
title_fullStr Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment
title_full_unstemmed Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment
title_sort Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment
dc.creator.none.fl_str_mv Tirado Olivares, Sergio
López Fernández, Carlota
González-Calero Somoza, José Antonio
Cózar Gutiérrez, Ramón
author Tirado Olivares, Sergio
author_facet Tirado Olivares, Sergio
López Fernández, Carlota
González-Calero Somoza, José Antonio
Cózar Gutiérrez, Ramón
author_role author
author2 López Fernández, Carlota
González-Calero Somoza, José Antonio
Cózar Gutiérrez, Ramón
author2_role author
author
author
dc.subject.none.fl_str_mv Formative Assessment
Historical thinking
History teaching
Learning Analytics
Primary Education
topic Formative Assessment
Historical thinking
History teaching
Learning Analytics
Primary Education
description History teaching from early educational stages not only should assess the student’s ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progressof students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventysix elementary students aged 10–12 years old participated in the study. The resultsindicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students’ knowledgeand students’ self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10578/39142
url https://hdl.handle.net/10578/39142
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv FPU20/02375
2022-GRIN-34039
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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