Putting critical thinking at the center of history lessons in primary education through error- and historical thinking-based instruction.
Saved in:
| Title: | Putting critical thinking at the center of history lessons in primary education through error- and historical thinking-based instruction. |
|---|---|
| Authors: | López-Fernández, Carlota1 (AUTHOR), Tirado-Olivares, Sergio1 (AUTHOR), Mínguez-Pardo, Rocío1 (AUTHOR), Cózar-Gutiérrez, Ramón1 (AUTHOR) Ramon.Cozar@uclm.es |
| Source: | Thinking Skills & Creativity. Sep2023, Vol. 49, pN.PAG-N.PAG. 1p. |
| Subject Terms: | *Primary education, *History education, *Student interests, *Critical thinking, *Academic improvement, *Academic achievement, *Memorization |
| Abstract: | • History teaching today must use active methodologies and promote historical thinking. • Historical thinking and EBL foster critical thinking in primary school. • Historical thinking and EBL can be used with elementary students. • EBL either in isolation or combined with historical thinking improves students' knowledge. • The use of EBL and historical thinking does not affect students' motivation or interest compared to traditional methodology. The teaching of history is often characterized by lecture-based lessons, where the student is a passive recipient of information, and the exams are based on memorization. However, many authors point out the importance of renewing its didactic in order to be critical of the information presented to them, so that students are actively involved. This quantitative and quasi-experimental study presents the results of an intervention with 134 pupils in the 6th grade of Primary Education with the aim of studying the impact of three methodologies on performance, motivation, perception and interest in history. For this purpose, 32 students followed an "Error-Based Learning" methodology, in which they had to solve activities with controlled errors; 33 followed a historical thinking model, working on its six dimensions; 33 were taught using a combination of the two former methodologies; and 36 followed a lecture-based methodology. The results show significant improvements in academic performance when working with errors, demonstrating that reflection on the veracity of the information shown has an impact on the result obtained. However, there are no significant differences in motivation, perception and interest in history. [ABSTRACT FROM AUTHOR] |
| Copyright of Thinking Skills & Creativity is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 171342579 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Putting critical thinking at the center of history lessons in primary education through error- and historical thinking-based instruction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22López-Fernández%2C+Carlota%22">López-Fernández, Carlota</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tirado-Olivares%2C+Sergio%22">Tirado-Olivares, Sergio</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mínguez-Pardo%2C+Rocío%22">Mínguez-Pardo, Rocío</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cózar-Gutiérrez%2C+Ramón%22">Cózar-Gutiérrez, Ramón</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Ramon.Cozar@uclm.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Thinking+Skills+%26+Creativity%22">Thinking Skills & Creativity</searchLink>. Sep2023, Vol. 49, pN.PAG-N.PAG. 1p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br />*<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+interests%22">Student interests</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+improvement%22">Academic improvement</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Memorization%22">Memorization</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: • History teaching today must use active methodologies and promote historical thinking. • Historical thinking and EBL foster critical thinking in primary school. • Historical thinking and EBL can be used with elementary students. • EBL either in isolation or combined with historical thinking improves students' knowledge. • The use of EBL and historical thinking does not affect students' motivation or interest compared to traditional methodology. The teaching of history is often characterized by lecture-based lessons, where the student is a passive recipient of information, and the exams are based on memorization. However, many authors point out the importance of renewing its didactic in order to be critical of the information presented to them, so that students are actively involved. This quantitative and quasi-experimental study presents the results of an intervention with 134 pupils in the 6th grade of Primary Education with the aim of studying the impact of three methodologies on performance, motivation, perception and interest in history. For this purpose, 32 students followed an "Error-Based Learning" methodology, in which they had to solve activities with controlled errors; 33 followed a historical thinking model, working on its six dimensions; 33 were taught using a combination of the two former methodologies; and 36 followed a lecture-based methodology. The results show significant improvements in academic performance when working with errors, demonstrating that reflection on the veracity of the information shown has an impact on the result obtained. However, there are no significant differences in motivation, perception and interest in history. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Thinking Skills & Creativity is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=171342579 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.tsc.2023.101316 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 1 StartPage: N.PAG Subjects: – SubjectFull: Primary education Type: general – SubjectFull: History education Type: general – SubjectFull: Student interests Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Academic improvement Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Memorization Type: general Titles: – TitleFull: Putting critical thinking at the center of history lessons in primary education through error- and historical thinking-based instruction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: López-Fernández, Carlota – PersonEntity: Name: NameFull: Tirado-Olivares, Sergio – PersonEntity: Name: NameFull: Mínguez-Pardo, Rocío – PersonEntity: Name: NameFull: Cózar-Gutiérrez, Ramón IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 18711871 Numbering: – Type: volume Value: 49 Titles: – TitleFull: Thinking Skills & Creativity Type: main |
| ResultId | 1 |
