The early modern age in secondary education textbooks in Spain

An analysis of activities

Datos Bibliográficos

ID22162012
AutoresMaría Del Mar Simón-García (University of Castilla-La Mancha, autor de correspondencia)
Año2023
Volumen8
Fecha de publicación2023-02-20
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2023.1134128
OpenAlexW4321375822
IdiomaEN
Referencias citadas21

The objective of this study is to analyse how the Early Modern Age is taught in secondary school textbooks in Spain. To do so, the study is focused on the analysis of the historical contents of this period, in relation to the topics proposed by historiographical trends. In addition, the textbook activities has been analised according to their type, cognitive level and the historical skills required of secondary students. The sample consists of a total of 770 activities. A mixed methodology has been used, combining quantitative and qualitative techniques. The results obtained indicate that the textbooks have improved in the type of activities and in the cognitive level required, but continue to dominate the contents of concepts, facts and concrete data (related to political and cultural history). On the other hand, the textbooks present a discourse which does not debate or reflect in the development of many of the historiographical stereotypes of the nation, neither does it examine in depth the social problems of the Early Modern Age

Aesthetics · Archaeology · Art · Cognition · Content analysis · Developmental psychology · Historiography · Mathematics education · Pedagogy · Political science · Politics · Social science · Sociology · Computer Science · Educator Training and Historical Pedagogy · History · History of Education in Spain · Psychology