Bibliographic citations
Artieda, K., (2015). ¿Cómo se comprende la historia? : un análisis cognitivo de las explicaciones históricas construidas por adolescentes [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/6395
Artieda, K., ¿Cómo se comprende la historia? : un análisis cognitivo de las explicaciones históricas construidas por adolescentes []. PE: Pontificia Universidad Católica del Perú; 2015. http://hdl.handle.net/20.500.12404/6395
@misc{sunedu/2656958,
title = "¿Cómo se comprende la historia? : un análisis cognitivo de las explicaciones históricas construidas por adolescentes",
author = "Artieda Burgos, Kiara",
publisher = "Pontificia Universidad Católica del Perú",
year = "2015"
}
In base of the new approaches to teach and learn History, historical explanation represents one of the most important learning objective. The aim of this study was to analyze history explanations given by a group of adolescent students about a fictitious historical fact. Participants were 16 students from 2nd and 5th grades of secondary school and two teachers from the History classes. Three measurements were used: “The Prosperity of Tasmania” and two semi-structured interviews. Results showed that 2nd grade students used causal factors to explain a historical fact. In contrast, 5th grade students used intentional factors to assess this fact. Also, 2nd grade students were not be able to establish relations between factors in order to explain a historical fact. Besides, 5th grade students were successful on establishing these relations. At the same time, results showed differences between schools' approach used to teach History. These evidence could be associated with the ability to learn history, based on the consolidation of formal operations, and with the instructional process of teaching history.
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