La investigación en didáctica de la historia
Barra lateral del artículo
Contenido principal del artículo
Resumen
Como es sabido el conocimiento de las didácticas específicas, se nutre de los resultados de la investigación en contextos educativos en los que se enseñan y se aprenden unos determinados contenidos, y de la investigación en la formación del profesorado, es decir en los contextos en los que se enseña y se aprende a enseñar unos. contenidos concretos, en nuestro caso la historia y las ciencias sociales. Los descubrimientos procedentes de estos dos campos han de redundar eh unos mejores currículos de formación del profesorado y en el desarrollo de los profesores y, como consecuencia, en unos aprendizajes de los que se beneficiará la población infantil y juvenil escolarizada que es, en última instancia, la que realmente ocupa y preocupa a quienes hemos hecho de la educación, y en particular de la didáctica, nuestra profesión. También forman parte de las investigaciones didácticas todos aquellos trabajos que se centran en el análisis y la valoración de los contenidos y de los programas de estudio o de los libros de texto actuales y del pasado.
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Reseñas de Enseñanza de la Historia distribuye sus contenidos bajo la licencia https://creativecommons.org/licenses/by-nc-nd/4.0
Usted es libre de:
Compartir - copiar y redistribuir el material en cualquier medio o formato.
La licenciante no puede revocar estas libertades en tanto usted siga los términos de la licencia.
Citas
ANGVIK, M. & BORRIES, B. Von. (eds.) (1997) Youth and history. A comparative European survey on historical consciousness and political attitudes among adolescents. Hamburg: Kürber-Stiftung ..
AUDIGIER, F. et al. (2004) Raport d' enquete 2002-2003 "Des eleves ducycle d' orientation et son enseignement" Universidad de Génova. En: www.unige.ch/ fapse/ didactsciensoc/ recherches.htm.
BAIN, R. B (1997) Teaching history as an epistemic act: Notes from a practitioner. Paper presented at the annual meeting uf the American Historical Association, New York.
BAIN, R, B. (2001) "lnto the breach: Using research anf theory to shape history instruction". En En P. Stearns, P. Seixas, S. Wineburg, (eds.) Knowing, Teaching Learning History. New York, Uniersity Pres.
BARTON, K. C., LEVSTIK, L. S. (1996): "Back when God was around andeverything": Elementary children's understanding of historical time". American Educacional ResearchJournal, 33, 419-454.
BARTON, K. C. (1999): "! just kinda know": Elementary students' ideas about historical evidence". Theory and Research in Social Education, 25, 407-430
GERIN-GRATALOUP, A.-M., TUTIAUX-GUILLON, N. (2001): "La recherche en didactique de l'histoire et de la géographie despuis 1986. Essai
d'analyse". Perspectives Documentaires en Éducation no 53, 5-11.
GiuNtella, M. C. (2003): "Enseignement de l'histoire e_t revision des manuels scolarires dans l'entre-deux-guerres". A./TUTIAUX-GUILLON, N. (ed.): In BAQUES, M.-C./BRUTER, Pistes didacciques et chemins d'historiens. Paris, L'Harmattan, 161-189.
GREENE, (1994a) Students as authors in the stydy of history. En Leinhartd, G., Beck, I.L, & Stainton, C. (eds) Teaching and learning history. Hillsdale, NJ: Lawrencc Erlbaum Associates.
GREEN E, (l 994b) The problems of learning to think like a historian: Writinghistory in the culture of the classroom. Educacional Phychologist, 29, pp. 89-96.
GUANCI, V. (2004): "Una nuova fase di ricerca". Bolletino di Clio no 14, anno V, 3-5.
HOLT, T (1990) Thinking historically: Narracive, imaginacion, and understanding. New York: College Entrance Examination Board.
Istituti storici della Resistenza e l'insegnamento della storia contemporánea (2000) Fare Storia la risorsa del Novecento, Milán Insmli.
JEWSIEWICKI, B./LETORNEAU, J. (dic.) (1998): Les jeunes á l'ére de la mondialisation. Quete identitairc et conscience historiqe. Sillery (Qc):
Septentrion.
LAUTIER, N. (2000): "L'appropiation de connaissances histociques et politiques par les adolescents". MONIOT, H./SERWANSKI, M. (dir.):
l}histoire et ses fonctions. Une pensée et des pratiques au présent. Paris. L'Harmattan, 127-147.
LA VILLE, C. (2001 ): "La recherche empirique en éducacion historique. Mise en perspective et orientations actuelles". Perspectives Documentaires en Éducacion no 53, 69-82.
1 ·:E, P. DICKINSON, A., & ASHBY, R. (1997) "Just another emperor": 1 Jndcrstanding action in the past. Internacional Journal of Educacional Rc"·arch. 27, pp. 233.244.
l.EE, P. & ASHBY, R. (2000) "Progressión in Historical Understanrung llnong Students Ages 7-14". En P. Stearns, P. Seixas, S. Wineburg, (eds.)
Knowing, 'reaching Learning History. New Y?rk, Unicrsity Prcss.
l.EE, Peter, (1998) "Making Sense of Historical Accounts". Canadian Social Studies. 32, 2.Winter.
l .EE, Peter. (2001). Understanding History. Centre for the Study of Histocical <:onsciousness, University of British Columbia, Vancouver, B.C. En http:/ /www.cshc.ubc.ca.
LEE, Peter (2002) "Walking backwards into tomorrow"' Historical consciousness and understanding history Paper given at Annual Meeting of American Educacional Rescarch Association, New Orleans, 2002 en http://www.cshc.ubc.ca.
LEINHARTD, G., (1993) ''Weaving instructional
LEINllARTD, G., (1997) Instructional explanations in history. Internacional Journal of Educacional Research, 27, pp. 221-232.
LEINHARTD, G., STAINTON, C., VIRJI, S.M., & ODOROFF, E., (1994) "I .eaming to reason in history: Mindlessness to mindfulness. En Carretero,
M., Voss, J. (eds.) Cognicive and instruccional processes in history and the social sciences. Hillsdale, NJ: I..awrence Erlbaum AssociateS.
I.ORENZ, C., Towards a theoretical framework for comparing histociographies. Sorne preliminary consideracions .. Centre for the Study of Historical Consciousness, University of British Columbia, Vancouver, B.C, 2001 [en http:/ /www.cshc.ubc.ca.]
LUCAS, N. (2001): Enseigner l'histoire dans le secondairc. Manuels et enseignement depuis 1902. Presses Universitaires de Rennes.
MARTINEAU, R. (1999) L 'histoire a l'ecole maticre Francia-Canadá. a penser .... L' Harmattan,
Mcdiarrrúd, G. W. (1994) "Understanding history far teaching: A stody of the historical understanding of prospective teachers. En Carretero, M., Voss, J. (eds.) Cognitive and instructional processes in history and the social sciences. Hillsdale, NJ: Lawrence Erlbaum As socia tes.
Mcdiarrrúd, G. W., & Vinten-Johansen, P. (1993) Teaching and learning history -farm the inside out (Special Report). East Lansing: Michigan State University, National Center for Research on Teacher I..earnig.
MACDONALD, S. (edit.) (2000) Approaches to European Histotical Consciousness. Reflections and Provocacions. Hamburgo, Editions KOrber-Stiftong.
NEWMANN, F. M. (1990) "Qualities of thoughtful social studies classes: An empírica! profile." Journal of Curriculum Studies. 22. pp. 253-275.
ONOSKO, J. J. (1989) "Comparing teachers' thinking about prompting stodents' thinking". Theory and Research in Social Education, 17, pp. 174-195.
ONOSKO, J. J. (1990) "Compating teachers' instructions to promote stodents' thinking. Journal of Currículum Stodies. 22. pp. 443-461.4e
PAG.ES, J. (1997): "IJneas investigación en didáctica de la~ ci~ncias s~ciales". Benejjam, P./Pagés, J. (coord.): Enseñar y aprender c1enc1as sociales, geografía e historia en la educación secundaria. Barcelona. ICE/Universidad de Barcelona, 209-226.
PERFETTI, C.A, BR1TT, M.A., ROUET, J.F., GEORG!, M.C. & MASON, R.A. (1994) How students use texts to learn and reason about historical un-certainty. En Carretero, M .. Voss. J. (eds.) Cognitive and instructional processes in history and the social sciences. liillsdale, NJ: I~awrence Erlbaum Associates.
QUINLAN, K, M. (1999) Commonalities and controvcrsy in context: A st~dy of academic historian' educacional beliefs. Teaching and Teacher Educatlon, 15, pp. 447-463.
IU< :HARDSON, V. (ed.) (2001) Handbook of Research on Teaching Fourth Edition. Washington: American Educational Research Asociation.
RiJSEN, J. (1992), ""El desarrollo de la competencia narrativa en el aprendizaje histórico. Una hipótesis ontogenética relativa a la conciencia moral". Propuesta Educativa, 7, Buenos Aires:FLACSO.
RÜSEN, Jorn (2000) "Cultural Currency. The Natore of Consciousness in Europe" en Sharon Macdonald, Approaches to European Historical Consciousncss. Reflections and Provocacions. lfamburgo, Editions K6rber- Sciftung.
RÜSEN, J. (2001), "What is Histotical Consciousness? A theoretical approach to cmpirical evidence." Paper prcsented at Canadian Historical Consciousness. in a Internarional Contcxt: Theoretica1 Frameworks, University of British Columbia, Vancouver, [http://www.cshc.ubc.ca].
SEIXAS (1993.): "Historical undcrstanding among adolesccnts in a multicultural setting". Currículum lnquiry, 23, 301-327.
SEIXAS (1994.): "Confronting the moral frames óf.·2opular film: Young people respond to historical revisionism". American Jololtnal
of Education, 102, 261-285.
SHA VER, J. P. (1991): Handbook of Research on Social Stodies Teaching and Learning. A project of the National Council far the Social Studies. New York. MacJlillan.
SCHONERT-REICHL, K., Promoting Histotical Consciousness in Childhood and Adolescence: A Moral Developmental Perspectivc. Centre for the Study of I-listorical Consciousness, University of British Columbia, Vancouver, B.C, 2001 [en http://www.cshc.ubc.ca.J.
SHULMAN; L. S. (1986) "Paradigms and research programs in the study of tcaching. A contemporary perspective". En M.C. Wittrock (ed.) Handbook of research on teaching. New York: Macmillan.
STEARNS, N., SEIXAS, P., WINEBURG, S. (eds.): Knowing, Teaching Learning History. New York, University Press.
MARTINEAU, R. (1999) L'histoire a l'ecole matiére Francia-Canadá. a penser. ... L' Harmattan,
Mcdiarmid, G. W. (1994) "Understanding history for teaching: A study of the historical understanding of prospective teachers. En Carretero, M., Voss, J. (eds.) Cognitive and instructional processes in history and the social sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
Mcdiarmid, G. W., & Vinten-Johansen, P. (1993) Teaching and learning history -form the inside out (Special Repon). East Lansing: Michigan State University, Nacional Center for Research on Teacher Learnig.
MACDONALD, S. (edit.) (2000) Approaches to European Historical Consciousness. Reflections and Provocacions. Hamburgo, Editions KOrber-Stiftung.
NEWMANN, F. M. (1990) "Qualities of thoughtful social studies classes: An empirical profile." Journal of Curriculum Studies. 22. pp. 253-275.
ONOSKO, J. J. (1989) "Comparing teachers' thinking about prompting students' thinking". Theory and Research in Social Education, 17, pp. 174-195.
ONOSKO, J. J. (1990) "Comparing teachers' instructions to promote students' thinking. Journal of Currículum Studies. 22. pp. 443-461.
PAGES,J. (1997): "lineas de investigación en didáctica de las ciencias sociales". Benejjam, J>./PagCs, J." (coord.): Enseñar y aprender ciencias sociales, geografía e historia en la educación secundaria. Barcelona. ICE/Universidad de Barcelona, 209-226.
PERFETTI, C.A, BR!TT, M.A., ROUET, J.F., GEORG!, M.C. & MASON, R.A. (1994) How students use texts to learn and reason about historical un-certainty. En Carretero, M., Voss, J. (eds.) Cognitive and instructional processes in history and the social sciences. llillsdale, NJ: Lawrence Erlbaum Associates.
QUINLAN, K, M. (1999) Commonalities and controversy in context: A study of academic historian' educacional beliefs. Teaching and Teacher Education, 15, pp. 447-463.
Vansledright, B. (1996) Closing the gap between school and discplinary histoi:y: Historian as high school history teacher. En Brophy J. (ed.) Advances in research on teaching. Vol. VI. JAI Press.
VOSS, J. F., & WILEY, J. (1997) "Developing umlerstanding while wricing essays in history. Internacional Journal of Educacional Research, 27, pp. 255-265.
WILSON, S, & WINEBURG S., (1988) "Peering at history from different lenses: the role of disciplinary perspectives in the teaching of American history." En Teachers' Colege Record, 89. pp. 525-539.
WILSON, S, & WINEBURG S., (1991) Subject-matter knowledge in the teaching of history. En Brophy, J. (ed.) Advances in research on teaching. Vol. II. JA! Press.
WILSON, S. (2001) Research on History Teaching. En Richardson, V. (ed.) (2001) Handbook of Research on Teaching Fourth Edicion. Washington: American Educacional Research Asociacion.
WINEBURG, S., (1991) "Historical problem solving: A study of cognititve processes used in the evaluation of documentary and pictorial evidence". Journal ofEducational Psychology, 83, pp.73-87.
WINEBURG, S. (2001) Historical Thinking and Other Unnatural Acts: Charcing the Future of Teaching the Past .. Philadelphia: Temple University Pres s.
WERTSCH, J., Specific Narratives and Schematic Narracive Templa tes. Paper presented at Canadian Historical Consciousness in an Internacional Context: Theoretical Frameworks, University ofBricish Columbia, Vancouver, BC 2001 [en http:/ /www.cshc.ubc.ca.J.
YEAGER, E., & DA VIS, O.L., (1995) Between campus and classroom: Sccondary student-teacher thinking about historical texts. Journal ofResearch and Development in Educacion. 29(1 ), pp. l-8.
YOUNG, K. M., & LEINHARDT, G. (1998). Wricing from primary documents: A way ofkwowing in history. Written Communication, 15, pp. 25-68.