Progresión del pensamiento histórico en estudiantes de secundaria: fuentes y pensamiento crítico.
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| Title: | Progresión del pensamiento histórico en estudiantes de secundaria: fuentes y pensamiento crítico. |
|---|---|
| Alternate Title: | Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking. Progressão do pensamento histórico em alunos de secundaria: fontes e pensamento crítico. |
| Authors: | Rivero Gracia, Pilar1, Aso Morán, Borja1, García-Ceballos, Silvia1 |
| Source: | Revista Electrónica de Investigación Educativa. 2023, Vol. 25, p1-15. 15p. |
| Subject Terms: | *Information resources, *Critical thinking, *Content analysis, *Secondary school students, *Social sciences education, *Student research, *Data analysis, *Secondary education, *History of education, Scientific method |
| Geographic Terms: | Zaragoza (Spain) |
| Abstract (English): | This study aims to analyze a meta-concept of historical thinking - historical evidence/sources, their reliability, and scientific method of analysis - in lower and upper secondary students from three schools in Zaragoza (Spain), and compare the results from the two stages of education to determine if there are levels of progression in historical education. The sample was made up of 231 students and the research was descriptive and qualitative in its methods, employing content analysis to analyze data and an ad hoc questionnaire to collect data. The results point to the existence of levels of knowledge, understanding, and historical and critical thinking that, while different, are limited and close to each other. The data analysis indicates that historical education is still at an early stage in terms of implementing historical thinking processes, necessary in 21st-century education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El presente estudio tiene como objetivo analizar un metaconcepto del pensamiento histórico -las pruebas/fuentes históricas, su fiabilidad y método científico de análisis-en estudiantes de secundaria y bachillerato de tres centros educativos de Zaragoza (España), y comparar los resultados de ambas etapas para comprobar si existen niveles de progresión en educación histórica. La muestra estuvo compuesta de 231 estudiantes; en la investigación se utilizaron métodos descriptivo-cualitativos y el análisis de contenido como técnica analítica de información, y como instrumento de recogida de datos un cuestionario ad hoc. Los resultados sugieren que existen diferentes niveles de conocimiento y comprensión y pensamiento histórico-crítico, pero limitados y próximos entre sí. El análisis de los datos indica que la educación histórica se encuentra en estado incipiente en la implementación de procesos de pensamiento histórico, necesarios en la educación del siglo XXI. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O objetivo deste estudo é analisar um metaconceito do pensamento histórico - evidências/fontes históricas, sua confiabilidade e método científico de análise - em alunos de secundaria e do ensino médio de três centros educacionais de Zaragoza (Espanha), e comparar os resultados de ambas etapas para verificar se há níveis de progressão em educação histórica. A amostra foi composta por 231 alunos; a pesquisa utilizou métodos descritivo-qualitativos e a análise de conteúdo como técnica analítica de informação, e como instrumento de coleta de dados um questionário ad hoc. Os resultados sugerem que existem diferentes níveis de conhecimento e compreensão e pensamento histórico-crítico, mas limitados e próximos entre si. A análise dos dados indica que a educação histórica se encontra em estado incipiente na implementação dos processos de pensamento histórico, necessários na educação do século XXI. [ABSTRACT FROM AUTHOR] |
| Copyright of Revista Electrónica de Investigación Educativa is the property of Universidad Autonoma de Baja California (UABC) 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 | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174988559 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Progresión del pensamiento histórico en estudiantes de secundaria: fuentes y pensamiento crítico. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking.<br />Progressão do pensamento histórico em alunos de secundaria: fontes e pensamento crítico. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rivero+Gracia%2C+Pilar%22">Rivero Gracia, Pilar</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Aso+Morán%2C+Borja%22">Aso Morán, Borja</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22García-Ceballos%2C+Silvia%22">García-Ceballos, Silvia</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Electrónica+de+Investigación+Educativa%22">Revista Electrónica de Investigación Educativa</searchLink>. 2023, Vol. 25, p1-15. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Information+resources%22">Information resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+research%22">Student research</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22History+of+education%22">History of education</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+method%22">Scientific method</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Zaragoza+%28Spain%29%22">Zaragoza (Spain)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This study aims to analyze a meta-concept of historical thinking - historical evidence/sources, their reliability, and scientific method of analysis - in lower and upper secondary students from three schools in Zaragoza (Spain), and compare the results from the two stages of education to determine if there are levels of progression in historical education. The sample was made up of 231 students and the research was descriptive and qualitative in its methods, employing content analysis to analyze data and an ad hoc questionnaire to collect data. The results point to the existence of levels of knowledge, understanding, and historical and critical thinking that, while different, are limited and close to each other. The data analysis indicates that historical education is still at an early stage in terms of implementing historical thinking processes, necessary in 21st-century education. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: El presente estudio tiene como objetivo analizar un metaconcepto del pensamiento histórico -las pruebas/fuentes históricas, su fiabilidad y método científico de análisis-en estudiantes de secundaria y bachillerato de tres centros educativos de Zaragoza (España), y comparar los resultados de ambas etapas para comprobar si existen niveles de progresión en educación histórica. La muestra estuvo compuesta de 231 estudiantes; en la investigación se utilizaron métodos descriptivo-cualitativos y el análisis de contenido como técnica analítica de información, y como instrumento de recogida de datos un cuestionario ad hoc. Los resultados sugieren que existen diferentes niveles de conocimiento y comprensión y pensamiento histórico-crítico, pero limitados y próximos entre sí. El análisis de los datos indica que la educación histórica se encuentra en estado incipiente en la implementación de procesos de pensamiento histórico, necesarios en la educación del siglo XXI. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: O objetivo deste estudo é analisar um metaconceito do pensamento histórico - evidências/fontes históricas, sua confiabilidade e método científico de análise - em alunos de secundaria e do ensino médio de três centros educacionais de Zaragoza (Espanha), e comparar os resultados de ambas etapas para verificar se há níveis de progressão em educação histórica. A amostra foi composta por 231 alunos; a pesquisa utilizou métodos descritivo-qualitativos e a análise de conteúdo como técnica analítica de informação, e como instrumento de coleta de dados um questionário ad hoc. Os resultados sugerem que existem diferentes níveis de conhecimento e compreensão e pensamento histórico-crítico, mas limitados e próximos entre si. A análise dos dados indica que a educação histórica se encontra em estado incipiente na implementação dos processos de pensamento histórico, necessários na educação do século XXI. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Electrónica de Investigación Educativa is the property of Universidad Autonoma de Baja California (UABC) 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24320/redie.2023.25.e09.4338 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 15 StartPage: 1 Subjects: – SubjectFull: Information resources Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Secondary school students Type: general – SubjectFull: Social sciences education Type: general – SubjectFull: Student research Type: general – SubjectFull: Data analysis Type: general – SubjectFull: Secondary education Type: general – SubjectFull: History of education Type: general – SubjectFull: Scientific method Type: general – SubjectFull: Zaragoza (Spain) Type: general Titles: – TitleFull: Progresión del pensamiento histórico en estudiantes de secundaria: fuentes y pensamiento crítico. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rivero Gracia, Pilar – PersonEntity: Name: NameFull: Aso Morán, Borja – PersonEntity: Name: NameFull: García-Ceballos, Silvia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 16074041 Numbering: – Type: volume Value: 25 Titles: – TitleFull: Revista Electrónica de Investigación Educativa Type: main |
| ResultId | 1 |
