Ramón López-Facal
Biographic Data
| ID | 1666784 |
|---|---|
| NAME | Ramón López-Facal |
| GIVEN NAMES | Ramón |
| FAMILY NAME | López-Facal |
| SIGNATURE | LÓPEZ-FACAL R |
| AFFILIATIONS | Universidade de Santiago de Compostela |
| ORCID | 0000-0002-4147-5024 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Teacher Training Via Debate on the Way of St. James as Controversial Heritage
This paper presents the results of an intervention proposal regarding cultural heritage based on active learning methods and carried out during initial teacher training. The social theme taken as a reference was the pilgrim route of the Way of St. James declared to be the first Cultural Route of the Council of Europe in 1987, due to the fact that its controversial dimensions (conservation, use, management, authenticity, stereotypes and performati…
A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019)
In recent decades, Historical Thinking and Historical Consciousness have been two fundamental axes of research in history education. The first approach combines the use of historical sources and the work of the historian. The second includes the social function of history, identity, memory and civic and moral education. These two approaches attempt to provide students with the necessary intellectual tools for analysing the past and relating it to…
Emotional conflict and trauma: The recovery of stolen memory using a mixed-methods approach
This paper presents the results of a research project carried out in Portomarín, a small town in Galicia (Spain), which was flooded as a result of the construction of a dam in 1963. A new town was built a short distance away, but a strong sense of rootlessness remains among the inhabitants of the town. To what extent does the population of Portomarín recognise its memory regarding the forced removal as heritage? What means can be employed to inco…
Place-Based Education and Heritage Education in in-service teacher training: Research on teaching practices in secondary schools in Galicia (NW Spain)
This paper analyses what occurs when in-service secondary teachers face a new subject, Landscape and Sustainability. Recently implemented in Galicia (NW Spain), this subject has no strong curricular constrictions. It is opened to diverse contents that can be integrated into Social Sciences. It promotes an environmental, social and critical consciousness. The hypothesis was that teachers may present deficiencies when approaching a subject which, d…
Handbook of Research on Teacher Education in History and Geography
This paper presents a project relating to teaching innovation and research in the context of primary teacher training. It takes Place-Based Education theory as a point of reference. Over the course of severa! academic years (191 pupils), an experiment has been carried out by way of which schoolchildren learn about a series of geomorphologically unique formations on the coast of Galicia (NW Spain). These formations, currently active cliffs, are Q…
Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte
Se aborda la evaluación de programas de educación patrimonial, una materia pendiente en España. A partir de la implementación del programa Patrimonializarte y con el fin de valorar su eficacia, eficiencia y efectividad, se realiza la evaluación inicial, formativa y sumativa atendiendo a los resultados de aprendizaje de los 111 alumnos/as participantes. Se sigue un modelo de planificación y acción basado en el diseño y evaluación del programa que …
Heritage education under evaluation: The usefulness, efficiency and effectiveness of heritage education programmes
The evaluation of programmes is necessary in order to improve their implementation and development. This paper includes the results of the evaluation of a heritage education programme entitled Patrimonializarte . It was carried out over the course of one academic year with six groups of early years, primary and secondary schoolchildren from two schools in Galicia (Spain). A holistic conception of heritage was assumed, and the evaluations of the o…
Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage
This paper presents the design of the Patrimonializarte program, which has been implemented in six classes and three different educational levels in two schools in Galicia (Spain). It involves working with elements of heritage in proximity to the schools’ pupils by employing Information and Communication Technology (ICT) tools. The objectives are (a) to find out if the design is coherent and relevant according to expert judgement and (b) to disco…
Representaciones del profesorado acerca de la enseñanza-aprendizaje de la asignatura "Paisaje y sostenibilidad" en aulas de secundaria en Galicia, España
The short curriculum titled Landscape and Sustainability, a new optional subject implemented in Galicia (Northwest of Spain), allows teachers to design their didactic programs with an important degree of autonomy when they do not have to be subjected to normative prescriptions. This circumstance allows analyzing and seeing the influence of the teachers' social representations (SR) in the classroom around their teaching practice, the subject, and …
Educar para reconocer
Una de las singularidades del paisaje costero de Galicia es la amplia presencia de depósitos edafo-sedimentarios cuaternarios, de extraordinaria calidad en cuanto a la información que aportan. Una diferencia respecto al ámbito atlántico europeo. Registran la memoria de la tierra y pueden contemplarse como archivos que documentan cambios paleo-ambientales a escala local, regional y global y contextos geomorfológicos relacionados con la historia hu…
Portomarín: The Wounded Memory of Being Uprooted
La educación patrimonial en el ámbito formal no suele incorporar las vivencias de las personas. Entrar en contacto con una comunidad que vive en conflicto con su patrimonio ofrece otra comprensión de ese legado. Para constatarlo, se ha realizado un estudio con un grupo de maestros en formación, de educación primaria. Se establecieron dos subgrupos para comprobar si la inmersión de uno de ellos en un espacio donde el patrimonio es una cuestión inc…
Educación histórica y competencias educativas
Se presentan resultados de un estudio realizado en las universidades españolas de Murcia y Santiago de Compostela, para examinar las percepciones y conocimientos sobre educación histórica de profesorado de primaria en formación. Se han obtenido datos estadísticamente significativos que permiten un diagnóstico sobre la competencia profesional de los futuros docentes de educación primaria. Se justifica la pertinencia de haber utilizado una metodolo…
Narrativas nacionais e competência histórica na formação inicial de professores primários espanhóis
Neste trabalho, foram analisadas as competências de pensamento histórico e a presença de características de narrativa nacional entre 283 estudantes espanhóis do Grau de Licenciatura em Ensino Primário de Murcia e de Valência. Examinaram-se os seus relatos históricos sobre a expansão cristã na Península Ibérica em território muçulmano durante a Idade Média. Utilizaram-se métodos qualitativos para identificar os níveis de complexidade da exposição …
Competencias y narrativas históricas: El Pensamiento Histórico De Estudiantes Y Futuros Profesores Españoles De Educación Secundaria
This paper examines the competencies in historical thinking of high school students and pre-service teachers in Spain, as well as their narratives about Spanish History. Qualitative methods are used in order to identify: a) their historical thinking, including substantive knowledge and use of meta-concepts; b) the narratives, the cognitive gradation (SOLO taxonomy), and the narrative subject employed. The findings show that a majority of secondar…
Enseñanza de "temas controversiales" en el curso de historia, desde la perspectiva de los estudiantes chilenos
This article analyzes students' statements regarding the teaching of "controversial issues" during the first cycle of secondary school. The survey covered 1,210 Chilean students in a random, stratified, non-probabilistic sample. Descriptive statistics were used and a typology of teachers was defined. The most controversial issues correspond to human rights violations. There is no correlation between the level of controversy of a topic and its tea…
Competencias y narrativas históricas: El Pensamiento Histórico De Estudiantes Y Futuros Profesores Españoles De Educación Secundaria
This paper examines the competencies in historical thinking of high school students and pre-service teachers in Spain, as well as their narratives about Spanish History. Qualitative methods are used in order to identify: a) their historical thinking, including substantive knowledge and use of meta-concepts; b) the narratives, the cognitive gradation (SOLO taxonomy), and the narrative subject employed. The findings show that a majority of secondar…
Enseñanza de "temas controversiales" en el curso de historia, desde la perspectiva de los estudiantes chilenos
This article analyzes students' statements regarding the teaching of "controversial issues" during the first cycle of secondary school. The survey covered 1,210 Chilean students in a random, stratified, non-probabilistic sample. Descriptive statistics were used and a typology of teachers was defined. The most controversial issues correspond to human rights violations. There is no correlation between the level of controversy of a topic and its tea…
Representaciones del profesorado acerca de la enseñanza-aprendizaje de la asignatura "Paisaje y sostenibilidad" en aulas de secundaria en Galicia, España
The short curriculum titled Landscape and Sustainability, a new optional subject implemented in Galicia (Northwest of Spain), allows teachers to design their didactic programs with an important degree of autonomy when they do not have to be subjected to normative prescriptions. This circumstance allows analyzing and seeing the influence of the teachers' social representations (SR) in the classroom around their teaching practice, the subject, and …
Portomarín: The Wounded Memory of Being Uprooted
La educación patrimonial en el ámbito formal no suele incorporar las vivencias de las personas. Entrar en contacto con una comunidad que vive en conflicto con su patrimonio ofrece otra comprensión de ese legado. Para constatarlo, se ha realizado un estudio con un grupo de maestros en formación, de educación primaria. Se establecieron dos subgrupos para comprobar si la inmersión de uno de ellos en un espacio donde el patrimonio es una cuestión inc…
Competencias y narrativas históricas: El Pensamiento Histórico De Estudiantes Y Futuros Profesores Españoles De Educación Secundaria
This paper examines the competencies in historical thinking of high school students and pre-service teachers in Spain, as well as their narratives about Spanish History. Qualitative methods are used in order to identify: a) their historical thinking, including substantive knowledge and use of meta-concepts; b) the narratives, the cognitive gradation (SOLO taxonomy), and the narrative subject employed. The findings show that a majority of secondar…
Enseñanza de "temas controversiales" en el curso de historia, desde la perspectiva de los estudiantes chilenos
This article analyzes students' statements regarding the teaching of "controversial issues" during the first cycle of secondary school. The survey covered 1,210 Chilean students in a random, stratified, non-probabilistic sample. Descriptive statistics were used and a typology of teachers was defined. The most controversial issues correspond to human rights violations. There is no correlation between the level of controversy of a topic and its tea…
Narrativas nacionais e competência histórica na formação inicial de professores primários espanhóis
Neste trabalho, foram analisadas as competências de pensamento histórico e a presença de características de narrativa nacional entre 283 estudantes espanhóis do Grau de Licenciatura em Ensino Primário de Murcia e de Valência. Examinaram-se os seus relatos históricos sobre a expansão cristã na Península Ibérica em território muçulmano durante a Idade Média. Utilizaram-se métodos qualitativos para identificar os níveis de complexidade da exposição …
Educar para reconocer
Una de las singularidades del paisaje costero de Galicia es la amplia presencia de depósitos edafo-sedimentarios cuaternarios, de extraordinaria calidad en cuanto a la información que aportan. Una diferencia respecto al ámbito atlántico europeo. Registran la memoria de la tierra y pueden contemplarse como archivos que documentan cambios paleo-ambientales a escala local, regional y global y contextos geomorfológicos relacionados con la historia hu…
Portomarín: The Wounded Memory of Being Uprooted
La educación patrimonial en el ámbito formal no suele incorporar las vivencias de las personas. Entrar en contacto con una comunidad que vive en conflicto con su patrimonio ofrece otra comprensión de ese legado. Para constatarlo, se ha realizado un estudio con un grupo de maestros en formación, de educación primaria. Se establecieron dos subgrupos para comprobar si la inmersión de uno de ellos en un espacio donde el patrimonio es una cuestión inc…
Educación histórica y competencias educativas
Se presentan resultados de un estudio realizado en las universidades españolas de Murcia y Santiago de Compostela, para examinar las percepciones y conocimientos sobre educación histórica de profesorado de primaria en formación. Se han obtenido datos estadísticamente significativos que permiten un diagnóstico sobre la competencia profesional de los futuros docentes de educación primaria. Se justifica la pertinencia de haber utilizado una metodolo…
Heritage education under evaluation: The usefulness, efficiency and effectiveness of heritage education programmes
The evaluation of programmes is necessary in order to improve their implementation and development. This paper includes the results of the evaluation of a heritage education programme entitled Patrimonializarte . It was carried out over the course of one academic year with six groups of early years, primary and secondary schoolchildren from two schools in Galicia (Spain). A holistic conception of heritage was assumed, and the evaluations of the o…
Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage
This paper presents the design of the Patrimonializarte program, which has been implemented in six classes and three different educational levels in two schools in Galicia (Spain). It involves working with elements of heritage in proximity to the schools’ pupils by employing Information and Communication Technology (ICT) tools. The objectives are (a) to find out if the design is coherent and relevant according to expert judgement and (b) to disco…
Representaciones del profesorado acerca de la enseñanza-aprendizaje de la asignatura "Paisaje y sostenibilidad" en aulas de secundaria en Galicia, España
The short curriculum titled Landscape and Sustainability, a new optional subject implemented in Galicia (Northwest of Spain), allows teachers to design their didactic programs with an important degree of autonomy when they do not have to be subjected to normative prescriptions. This circumstance allows analyzing and seeing the influence of the teachers' social representations (SR) in the classroom around their teaching practice, the subject, and …
Emotional conflict and trauma: The recovery of stolen memory using a mixed-methods approach
This paper presents the results of a research project carried out in Portomarín, a small town in Galicia (Spain), which was flooded as a result of the construction of a dam in 1963. A new town was built a short distance away, but a strong sense of rootlessness remains among the inhabitants of the town. To what extent does the population of Portomarín recognise its memory regarding the forced removal as heritage? What means can be employed to inco…
Place-Based Education and Heritage Education in in-service teacher training: Research on teaching practices in secondary schools in Galicia (NW Spain)
This paper analyses what occurs when in-service secondary teachers face a new subject, Landscape and Sustainability. Recently implemented in Galicia (NW Spain), this subject has no strong curricular constrictions. It is opened to diverse contents that can be integrated into Social Sciences. It promotes an environmental, social and critical consciousness. The hypothesis was that teachers may present deficiencies when approaching a subject which, d…
Handbook of Research on Teacher Education in History and Geography
This paper presents a project relating to teaching innovation and research in the context of primary teacher training. It takes Place-Based Education theory as a point of reference. Over the course of severa! academic years (191 pupils), an experiment has been carried out by way of which schoolchildren learn about a series of geomorphologically unique formations on the coast of Galicia (NW Spain). These formations, currently active cliffs, are Q…
Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte
Se aborda la evaluación de programas de educación patrimonial, una materia pendiente en España. A partir de la implementación del programa Patrimonializarte y con el fin de valorar su eficacia, eficiencia y efectividad, se realiza la evaluación inicial, formativa y sumativa atendiendo a los resultados de aprendizaje de los 111 alumnos/as participantes. Se sigue un modelo de planificación y acción basado en el diseño y evaluación del programa que …
Teacher Training Via Debate on the Way of St. James as Controversial Heritage
This paper presents the results of an intervention proposal regarding cultural heritage based on active learning methods and carried out during initial teacher training. The social theme taken as a reference was the pilgrim route of the Way of St. James declared to be the first Cultural Route of the Council of Europe in 1987, due to the fact that its controversial dimensions (conservation, use, management, authenticity, stereotypes and performati…
A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019)
In recent decades, Historical Thinking and Historical Consciousness have been two fundamental axes of research in history education. The first approach combines the use of historical sources and the work of the historian. The second includes the social function of history, identity, memory and civic and moral education. These two approaches attempt to provide students with the necessary intellectual tools for analysing the past and relating it to…
Sociology (10 works) · Psychology (9 works) · Humanities (8 works) · Pedagogy (8 works) · Art (7 works) · Educator Training and Historical Pedagogy (7 works) · Museums and Cultural Heritage (6 works) · Political science (6 works) · Cultural Heritage Management and Preservation (5 works) · Geography (5 works)