Innovación didáctica en Historia
Un estado de la cuestión en torno a cuatro ejes temáticos.
Dados Bibliográficos
| ID | 22970352 |
|---|---|
| Autores | Diego Luna (0000-0002-5432-8285, Universidad de Sevilla, autor correspondente), Diego Luna Delgado |
| Ano | 2019 |
| Fascículo | 1 |
| Data de publicação | 2019-12-11 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Panta Rei (JOURNAL) |
| Identificadores do periódico | ISSN: 1136-2464 • E-ISSN: 2386-8864 |
| Editora | Servicio de Publicaciones de la Universidad de Murcia (PUBLISHER) |
| DOI | 10.6018/pantarei/2019/8 |
| OpenAlex | W2979003756 |
| Idioma | ES |
| Referências citadas | 32 |
El objetivo de este trabajo es ofrecer una panorámica a través de las diferentes perspectivas teóricas desde las que se ha venido abordando la cuestión de la innovación didáctica en la materia de Historia durante los últimos quince años. Para ello se elabora una síntesis descriptiva dividida en cuatro ejes temáticos (herramientas digitales, nuevas metodologías, transformación de la cultura docente y evaluación de la innovación), destacando una serie de conceptos y experiencias empíricas en cada uno de ellos. Entre otras cosas, tal procedimiento revela que la motivación del alumnado es el centro de interés tanto de este campo de investigación como del modelo educativo que hoy se está intentando implementar. Sin embargo, frente al exceso de optimismo y actitudes acríticas detectado respecto a este último, se de ende la necesidad de aumentar la rigurosidad a la hora de comparar discursos innovadores y prácticas educativas. The aim of this paper is to o er an insight into innovative teaching approaches in History, based on the di erent theoretical perspectives that have been tackled over the last 15 years. In order to achieve this purpose, the paper includes a descriptive summary divided into four central themes (digital tools, new methodologies, transformation of teaching culture and evaluation of innovation), with particular emphasis on a series of concepts and empirical experiences. Among other things, the study reveals that students’ motivation is of the upmost importance not only in this study, but also in the education model which is currently being sought implement. When faced, however, with overoptimism and a lack of criticism of said model, there arises the need for a more rigorous discussion to compare innovative discourses and educational practices.
Humanities · Political science · Sociology · Educational Innovations and Technology · Educator Training and Historical Pedagogy · Geography and Education Methods · Philosophy
Modelos de conciencia histórica en el alumnado de Educación Secundaria
New Directions in Assessing Historical Thinking
Technological Pedagogical Content Knowledge (TPACK) in Action
The pedagogical and multimedia designs of learning objects for schools
Online discussion and critical thinking skills
The potential for adaptable accessible learning objects
Building e-based literacy for vocational education and training students
Using ICQ to enhance teacher-student relationships
The design, development and evaluation of a virtual reality based learning environment
A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings
Spotlight on authentic learning
Quantifying the reuse of learning objects
Participatory multimedia learning
Aprender a pensar históricamente. Retos para la historia en el siglo XXI
Increasing student engagement by usingMorrowind to analyze choices and consequences
Eight Types of Graphic Organizers for Empowering Social Studies Students and Teachers
Film Pedagogy in the History Classroom
Youthscaping Our Classrooms
Retooling the Social Studies Classroom for the Current Generation
Interactive and Collaborative Professional Development for In-Service History Teachers
Untangling Web 2.0
Digging Postholes Adds Depth and Authenticity to a Shallow Curriculum
Letting Students Control Their Own Learning
Using Civilization IV to Engage Students in World History Content
Community, Voice, and Inquiry
Cast from the Past
Teaching historical thinking and reasoning
Happy Professional Development at an Unhappy Time”
Using Mentoring to Develop Professional Teaching Knowledge for Problem-based Historical Inquiry
Examining Student-Created Documentaries as a Mechanism for Engaging Students in Authentic Intellectual Work
Pensar históricamente o memorizar el pasado? La evaluación de los contenidos históricos en la educación obligatoria en España
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |