Revista de Estudios Sociales

rev. estud. soc. | eISSN 1900-5180 | ISSN 0123-885X

¿Cómo podemos planificar la progresión en historia en Educación Primaria?

No. 52 (2015-04-01)
  • Hilary Cooper

Resumen

Este trabajo aborda la planificación y evaluación de la progresión en el pensamiento de los niños en la enseñanza de la historia en Educación Primaria. Es necesario partir de las teorías constructivistas del aprendizaje aplicadas a los procesos de investigación histórica. En primer lugar se abordan las investigaciones sobre la capacidad de los niños para comprender los conceptos de tiempo, el uso de fuentes históricas y la realización de interpretaciones. A continuación se describe la estructura del Currículum inglés, introducido en 1989, en la que se requería que los alumnos aplicaran los procesos de investigación histórica de una forma cada vez más compleja.

El problema sobre el significado de la progresión en historia llevó a un proyecto de investigación a gran escala que trató de identificar patrones de desarrollo. En este trabajo se plantean las problemáticas de los resultados de este proyecto, ya que posteriormente se han eliminado los descriptores de nivel para el Currículo Inglés de Historia. Se llega a la conclusión de que, por el momento, la progresión se puede planear mejor con base en estudios de caso a pequeña escala, donde se aplican las teorías constructivistas en las investigaciones históricas. Por último, se ofrecen sugerencias de cómo los profesores pueden planear y evaluar tanto su práctica como el progreso de los alumnos.

Palabras clave: Historia, educación primaria, progresión, indagación

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