TEACH AND LEARN THE MIDDLE AGE IN PRIMARY. STUDENT REPRESENTATIONS AND INTERVENTION PROPOSALS
La teoría de las representaciones sociales que se creó en el ámbito de la psicología social, se ha difundido a varios ámbitos académicos como una herramienta útil para el análisis e interpretación de diferentes realidades sociales. La educación y concretamente la educación histórica es uno de los terrenos en los que esta teoría se ha demostrado fructífera en las últimas décadas. Estudiar las representaciones de los estudiantes sobre diferentes temáticas sociales e históricas resulta especialmente indicado para identificar su procedencia, los mecanismos de construcción y formular propuestas educativas para transformarlas y construir un conocimiento más riguroso. En este trabajo se analizan las representaciones de la Edad Media que posee un grupo de estudiantes de 6° de primaria mediante la aplicación de un cuestionario. Los resultados obtenidos se contrastan con otros estudios que abordaban el problema de la enseñanza y aprendizaje de la historia en general y de la Edad Media en particular. Por último, se formulan algunas sugerencias para la enseñanza de la Edad Media en educación primaria congruentes con los resultados anteriores.
TEACH AND LEARN THE MIDDLE AGE IN PRIMARY. STUDENT REPRESENTATIONS AND INTERVENTION PROPOSALS
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DOI: 10.22533/at.ed.5582262218084
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Palavras-chave: Edad Media, representaciones sociales, educación histórica, educación primaria.
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Keywords: Middle Ages, social representations, historical education, primary education.
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Abstract:
The theory of social representations that was created in the field of social psychology, has spread to various academic fields as a useful tool for the analysis and interpretation of different social realities. Education and specifically historical education is one of the areas in which this theory has proven fruitful in recent decades. Studying the representations of the students on different social and historical themes is especially indicated to identify their origin, the construction mechanisms and formulate educational proposals to transform them and build a more rigorous knowledge. This paper analyzes the representations of the Middle Ages that a group of 6th grade students have through the application of a questionnaire. The results obtained are contrasted with other studies that addressed the problem of teaching and learning history in general and the Middle Ages in particular. Finally, some suggestions are made for the teaching of the Middle Ages in primary education consistent with the previous results.
formulate educational offers a more rigorous knowledge to transform and to construct them. In this work there are analyzed the representations of the Middle Ages that possesses a group of students of 6 ° of primary by means of the application of a questionnaire. The obtained results are confirmed by other studies that were approaching the problem of the education and learning of the history in general and of the Middle Ages especially. Finally, some suggestions are formulated for the education of the Middle Ages in primary education coherent by the previous results.
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Número de páginas: 18
- Armas Castro, José Ángel
- Jorge Conde Miguélez
