This page has only limited features, please log in for full access.
This paper presented the results of a heritage education intervention in a non-formal context via a collective photographic exhibition organised by a cultural association. In accordance with the Faro Convention on the value of cultural heritage for society, people’s role in the construction and sustaining of their identity is recognised, and the fostering of shared responsibility towards the environment was sought. A mixed methodology was employed in order to evaluate the effects of participation in this project on the perception of heritage, to analyse what relationship there was between this conception and the photographic output, and to explain to what extent participation in a collective exhibition had an influence on the emotional resignification of everyday heritage. The results showed that the participants modified their traditional conception of heritage towards a symbolic-identity type, consciously questioned their relationship and commitment with everyday places, and rediscovered their environment by way of a contextualised learning sequence.
Belén Castro-Fernández; Ramón López-Facal. Emotional Cartography of Everyday Heritage via Photography. Sustainability 2021, 13, 4764 .
AMA StyleBelén Castro-Fernández, Ramón López-Facal. Emotional Cartography of Everyday Heritage via Photography. Sustainability. 2021; 13 (9):4764.
Chicago/Turabian StyleBelén Castro-Fernández; Ramón López-Facal. 2021. "Emotional Cartography of Everyday Heritage via Photography." Sustainability 13, no. 9: 4764.
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 incorpora el trabajo sobre el patrimonio local y el uso de las TIC. Se analiza también la valoración del alumnado sobre la metodología utilizada. Se parte de la complementariedad metodológica basándose en el estudio múltiple de casos (6 grupos de 2 centros educativos en Galicia, España). Los principales resultados muestran: a) un importante impacto en la conciencia de conservación en el alumnado de educación infantil b) una creciente preocupación por el patrimonio intangible en educación primaria c) la importancia de la difusión para educación secundaria. El programa se considera pertinente, pues los alumnos/as han adquirido aprendizajes significativos para convertirse en ciudadanos que intervienen en el patrimonio de manera sostenible. This paper examines the evaluation of heritage education programmes, a pending challenge in Spain. With the aim of evaluating the usefulness, efficiency and effectiveness of the Patrimonializarte programme, initial, formative and summative evaluations have been carried out with regard to the learning outcomes of the 111 pupils who participated in the programme. A planning and action model is followed based on the design and evaluation of the programme, which incorporates work on local heritage and the use of ICT resources. The evaluation made by the students of the methodology employed is also analysed. Methodological complementarity is assumed based on the study of multiple cases (6 groups from two schools in Galicia, Spain). The main results show: a) a significant impact on the awareness of conservation in early years pupils; b) a growing concern for intangible heritage in primary education; c) the importance of dissemination for secondary education. The programme is considered relevant due to the fact that the pupils have acquired significant learning with regard to becoming citizens who intervene in heritage in a sustainable way.
Leticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte. Revista Electrónica Interuniversitaria de Formación del Profesorado 2021, 24, 1 .
AMA StyleLeticia Castro-Calviño, Jairo Rodríguez-Medina, Ramón López-Facal. Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte. Revista Electrónica Interuniversitaria de Formación del Profesorado. 2021; 24 (1):1.
Chicago/Turabian StyleLeticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. 2021. "Educación patrimonial para una ciudadanía participativa. Evaluación de resultados de aprendizaje del alumnado en el programa Patrimonializarte." Revista Electrónica Interuniversitaria de Formación del Profesorado 24, no. 1: 1.
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, due to its characteristics, requires training extending beyond disciplinary knowledge, thus impeding better performance and a greater degree of learning among pupils. The study was organised in three axes: (a) observation of the teaching and learning process in schools (n = 3); (b) teacher’s conceptions (n = 38) on the subject, its context and their pupils’ learning; and (c) pupils’ reflections (n = 70) derived from their learning process. The objectives were: (1) to elaborate a theoretical substantiation for the subject and, in accordance with it, making a critical analysis of the practices observed; (2) to analyse how teachers conceive the subject; and (3) to analyse the pupils’ reflections regarding the experience and to what extent they acquire social, civic and/or academic skills. The methodology was qualitative, using in the data analysis a quantitative perspective too. The instruments used were the participant observation, interviews, a closed questionnaire and a semi-opened questionnaire. The results are presented in a descriptive-interpretative way, but also quantitative. It can be advanced that teachers designed the subject in line with Place-Based Education and Heritage Education, but the lack of specific training in those theories ends up blurring their holistic approach in the nearby places. Teachers show similar conceptions about the subject and its teaching process. And the majority of students value positively the methodology used in the initiatives and acquire a socio-critical consciousness.
Tania Riveiro-Rodríguez; Andrés Domínguez-Almansa; Ramón López Facal; Tomás Izquierdo Rus. Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain). Humanities and Social Sciences Communications 2021, 8, 1 -14.
AMA StyleTania Riveiro-Rodríguez, Andrés Domínguez-Almansa, Ramón López Facal, Tomás Izquierdo Rus. Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain). Humanities and Social Sciences Communications. 2021; 8 (1):1-14.
Chicago/Turabian StyleTania Riveiro-Rodríguez; Andrés Domínguez-Almansa; Ramón López Facal; Tomás Izquierdo Rus. 2021. "Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)." Humanities and Social Sciences Communications 8, no. 1: 1-14.
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 incorporate the historical process of the forced removal into its identity? How can heritage education contribute towards the population overcoming these feelings of rootlessness? The inhabitants’ conceptions of their forced removal were identified, and an educational activity was implemented in the town’s school regarding the process of the removal. The hypothesis is confirmed that a community that does not foster intergenerational dialogue about its past (which in this case was traumatic) and does not develop its own strategy to assist in explaining and understanding its local history does not construct a shared identity.
Belén Castro-Fernández; Guadalupe Jiménez-Esquinas; Luís Alberto Marques Alves; Ramón López-Facal. Emotional conflict and trauma: the recovery of stolen memory using a mixed-methods approach. Humanities and Social Sciences Communications 2021, 8, 1 -12.
AMA StyleBelén Castro-Fernández, Guadalupe Jiménez-Esquinas, Luís Alberto Marques Alves, Ramón López-Facal. Emotional conflict and trauma: the recovery of stolen memory using a mixed-methods approach. Humanities and Social Sciences Communications. 2021; 8 (1):1-12.
Chicago/Turabian StyleBelén Castro-Fernández; Guadalupe Jiménez-Esquinas; Luís Alberto Marques Alves; Ramón López-Facal. 2021. "Emotional conflict and trauma: the recovery of stolen memory using a mixed-methods approach." Humanities and Social Sciences Communications 8, no. 1: 1-12.
Estudio exploratorio en el que se identifican las concepciones del profesorado gallego sobre el patrimonio y la forma en que se trabaja en el aula. Participan en el estudio 76 docentes en activo de las etapas de infantil, primaria y secundaria, pertenecientes a 20 centros educativos de la provincia de A Coruña (Galicia). Para la recogida de información se diseña un cuestionario con nueve preguntas abiertas. Los datos se analizan a través de ocho categorías que se subdividen en variables, creadas a partir de las respuestas obtenidas y teniendo en cuenta estudios similares. Los resultados más relevantes muestran: a) falta de correspondencia entre investigación y enseñanza, b) cierta aleatoriedad en el diseño y la implementación de actividades de educación patrimonial. El estudio apunta hacia varias direcciones en las que parece deseable avanzar para la mejora en ámbito de la educación patrimonial: institucionalización, formación continua, investigación e innovación y comunidades de aprendizaje en torno a la educación patrimonial.
Belen Castro-Fernandez; Leticia Castro-Calviño; Jorge Conde-Miguélez; Ramón López-Facal. Concepciones del profesorado sobre el uso educativo del patrimonio. Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales 2020, 34, 1 .
AMA StyleBelen Castro-Fernandez, Leticia Castro-Calviño, Jorge Conde-Miguélez, Ramón López-Facal. Concepciones del profesorado sobre el uso educativo del patrimonio. Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales. 2020; 34 (3):1.
Chicago/Turabian StyleBelen Castro-Fernandez; Leticia Castro-Calviño; Jorge Conde-Miguélez; Ramón López-Facal. 2020. "Concepciones del profesorado sobre el uso educativo del patrimonio." Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales 34, no. 3: 1.
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 opinion groups were gathered, analysing those of 59 direct and indirect agents (teachers, families, local heritage managers and members of the local authorities. The data were collected via questionnaires with open responses and discourse analysis was performed on the responses. The most significant results show that: (a) the teachers valued the methodology and the objectives achieved extremely positively; (b) the families particularly valued the significant learning achieved by their children regarding elements of local heritage; and (c) the local authorities and heritage managers valued the programme as it has demonstrated the need for more collaboration with schools. The programme analysed has been shown to be useful, efficient and effective and has achieved a (largely unexpected) impact on the families involved and on the local community.
Leticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes. Humanities and Social Sciences Communications 2020, 7, 1 -11.
AMA StyleLeticia Castro-Calviño, Jairo Rodríguez-Medina, Ramón López-Facal. Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes. Humanities and Social Sciences Communications. 2020; 7 (1):1-11.
Chicago/Turabian StyleLeticia Castro-Calviño; Jairo Rodríguez-Medina; Ramón López-Facal. 2020. "Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes." Humanities and Social Sciences Communications 7, no. 1: 1-11.
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 discover whether the activities related with new technologies are effective according to the evaluation of those involved in the program. This is evaluation research employing mixed methods in which a collective study of cases is carried out. The main results show (1) the evaluation of the design and the tools of the program achieve an optimal degree of agreement according to the panel of experts as far as the variables measured are concerned, and (2) the schoolchildren and teaching staff provide a positive evaluation of the use of ICT tools for working with heritage. E-learning and m-learning make it possible to motivate pupils in the learning and teaching process. Working with ICT tools acquires importance with regard to the possibilities they offer to disseminate the heritage. An integral evaluation of programs is considered relevant in order to understand their multi-dimensionality.
Leticia Castro-Calviño; Jairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Ramón López-Facal. Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage. Education Sciences 2020, 10, 176 .
AMA StyleLeticia Castro-Calviño, Jairo Rodríguez-Medina, Cosme J. Gómez-Carrasco, Ramón López-Facal. Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage. Education Sciences. 2020; 10 (7):176.
Chicago/Turabian StyleLeticia Castro-Calviño; Jairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Ramón López-Facal. 2020. "Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage." Education Sciences 10, no. 7: 176.
El breve currículo de “Paisaje y sostenibilidad”, una nueva materia optativa implementada en Galicia (noroeste de España), permite al profesorado diseñar sus programaciones didácticas con un alto grado de autonomía, al no tener que someterse a estrictas prescripciones normativas. Esta circunstancia da la oportunidad de analizar y ver cómo influyen en el aula las representaciones sociales (RS) del profesorado sobre su propia práctica docente, la asignatura y el tipo de contexto educativo que favorece la innovación. Este artículo de investigación busca dar respuesta a ello. Identificar cómo tres docentes de educación secundaria conciben la posibilidad de innovar que ofrece esta nueva materia y comprobar en qué medida creen que esto desarrolla actitudes educativas innovadoras en la práctica didáctica. Se trata de un estudio cualitativo. Los datos se obtuvieron a partir de tres entrevistas semiestructuradas, con preguntas abiertas organizadas en bloques. Se analizaron a partir del método de comparaciones constantes. Los tres docentes coincidieron en (1) una visión integral y crítica del contexto educativo; (2) otorgaron importancia a la utilización de métodos activos y un enfoque crítico como clave del éxito de las propuestas; (3) la posibilidad de proporcionar conocimientos específicos en torno al paisaje apoyados en una perspectiva interdisciplinar; (4) asumieron como principal objetivo la identificación del alumnado con sus entornos próximos como una forma de promover su responsabilidad social en esos lugares y, (5) en dos casos explícitamente y de forma más indirecta en el tercero, relacionaron sus propuestas sobre el entorno con elementos patrimoniales, persiguiendo objetivos de aprendizaje diferentes. El análisis de estas representaciones permite avanzar la preeminencia de las disciplinas de referencia del profesorado sobre su vocación de interdisciplinariedad. Además, se observa una tendencia a generar en el alumnado identificaciones con lugares o elementos patrimoniales vinculados a lo estético, lo histórico o lo tradicional.
Tania Riveiro-Rodríguez; Andrés Domínguez-Almansa; Ramón López-Facal. Representaciones del profesorado acerca de la enseñanza-aprendizaje de la asignatura “Paisaje y sostenibilidad” en aulas de secundaria en Galicia, España. Revista Electrónica Educare 2020, 24, 1 -23.
AMA StyleTania Riveiro-Rodríguez, Andrés Domínguez-Almansa, Ramón López-Facal. Representaciones del profesorado acerca de la enseñanza-aprendizaje de la asignatura “Paisaje y sostenibilidad” en aulas de secundaria en Galicia, España. Revista Electrónica Educare. 2020; 24 (3):1-23.
Chicago/Turabian StyleTania Riveiro-Rodríguez; Andrés Domínguez-Almansa; Ramón López-Facal. 2020. "Representaciones del profesorado acerca de la enseñanza-aprendizaje de la asignatura “Paisaje y sostenibilidad” en aulas de secundaria en Galicia, España." Revista Electrónica Educare 24, no. 3: 1-23.
Se realiza una investigación bibliométrica sobre la producción científica de Didáctica de la Ciencias Sociales (DCS) en revistas españolas de educación. Se han analizado revistas específicas de DCS y otras de temática general indexadas en bases de datos de referencia, como JCR, Scopus o con sello de calidad FECyT. Se han cuantificado y clasificado los artículos, analizando las temáticas y su evolución, así como las instituciones que tienen mayor producción. Los resultados permiten constatar un crecimiento muy importante de la producción, especialmente a partir de 2012. Las temáticas con mayor presencia y que más han crecido son las de educación histórica y educación patrimonial. Se ha visibilizado que la producción está muy concentrada en pocas universidades, entre ellas sobresale la de Murcia. Se concluye que la DCS ha superado la fase emergente y puede considerarse ya como consolidada, aunque tiene como tareas pendientes: el incremento de la producción en revistas de impacto y la mejora de la colaboración en red entre universidades.
Cosme J. Gomez-Carrasco; Ramón López-Facal; Jairo Rodríguez-Medina. La investigación en Didáctica de las Ciencias Sociales en revistas españolas de Ciencias de la Educación. Un análisis bibliométrico (2007-2017). Didáctica de las Ciencias Experimentales y Sociales 2019, 67 -88.
AMA StyleCosme J. Gomez-Carrasco, Ramón López-Facal, Jairo Rodríguez-Medina. La investigación en Didáctica de las Ciencias Sociales en revistas españolas de Ciencias de la Educación. Un análisis bibliométrico (2007-2017). Didáctica de las Ciencias Experimentales y Sociales. 2019; (37):67-88.
Chicago/Turabian StyleCosme J. Gomez-Carrasco; Ramón López-Facal; Jairo Rodríguez-Medina. 2019. "La investigación en Didáctica de las Ciencias Sociales en revistas españolas de Ciencias de la Educación. Un análisis bibliométrico (2007-2017)." Didáctica de las Ciencias Experimentales y Sociales , no. 37: 67-88.
RESUMEN 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 metodología cuantitativa para un estudio exploratorio. Los resultados apuntan a que la mayoría de los participantes se identifican, formalmente, con un modelo de profesor crítico, que debe utilizar métodos activos de enseñanza y promover valores éticos relacionados con la justicia social. Esta posición formal contrasta a) con sus modelos implícitos, mucho más tradicionales en sus concepciones teóricas y metodológicas; y b) con su selección de contenidos y prácticas para lograr una educación coherente con el modelo formalmente asumido. En las conclusiones se sugiere la necesidad de mejorar la formación de profesores vinculándola más directamente con las prácticas en las aulas de primaria. Se propone reflexionar sobre la práctica desde la práctica, conectándola a la formación teórica, como modelo para formar maestros competentes.
Cosme Gómez-Carrasco; Ramón López-Facal; Belén Castro-Fernández. Educación histórica y competencias educativas. Educar em Revista 2019, 35, 145 -171.
AMA StyleCosme Gómez-Carrasco, Ramón López-Facal, Belén Castro-Fernández. Educación histórica y competencias educativas. Educar em Revista. 2019; 35 (74):145-171.
Chicago/Turabian StyleCosme Gómez-Carrasco; Ramón López-Facal; Belén Castro-Fernández. 2019. "Educación histórica y competencias educativas." Educar em Revista 35, no. 74: 145-171.
José Monteagudo; Universidad De Murcia; Ramón López Facal; Universidad De Santiago De Compostela. Estándares de aprendizaje y evaluación del pensamiento histórico, ¿incompatibles? Análisis de currículos, programaciones, exámenes y opinión de expertos en España. Perfiles Educativos 2018, 40, 128 -146.
AMA StyleJosé Monteagudo, Universidad De Murcia, Ramón López Facal, Universidad De Santiago De Compostela. Estándares de aprendizaje y evaluación del pensamiento histórico, ¿incompatibles? Análisis de currículos, programaciones, exámenes y opinión de expertos en España. Perfiles Educativos. 2018; 40 (161):128-146.
Chicago/Turabian StyleJosé Monteagudo; Universidad De Murcia; Ramón López Facal; Universidad De Santiago De Compostela. 2018. "Estándares de aprendizaje y evaluación del pensamiento histórico, ¿incompatibles? Análisis de currículos, programaciones, exámenes y opinión de expertos en España." Perfiles Educativos 40, no. 161: 128-146.
A revista Tempo e Argumento visa promover reflexões teóricas e metodológicas acerca do contemporâneo e publicará trabalhos cujos temas remetam às discussões acerca da historiografia e suas operações no Tempo Presente.
Jorge Sáiz Serrano; Cosme Jesús Gómez Carrasco; Ramón López Facal. Narrativas nacionais e competência histórica na formação inicial de professores primários espanhóis. Revista Tempo e Argumento 2017, 9, 174 -197.
AMA StyleJorge Sáiz Serrano, Cosme Jesús Gómez Carrasco, Ramón López Facal. Narrativas nacionais e competência histórica na formação inicial de professores primários espanhóis. Revista Tempo e Argumento. 2017; 9 (22):174-197.
Chicago/Turabian StyleJorge Sáiz Serrano; Cosme Jesús Gómez Carrasco; Ramón López Facal. 2017. "Narrativas nacionais e competência histórica na formação inicial de professores primários espanhóis." Revista Tempo e Argumento 9, no. 22: 174-197.
Se aborda el desarrollo de competencias profesionales de maestros en formación que han trabajado en aulas de primaria sobre el patrimonio presente en paisajes próximos, especialmente aquellos que suscitan conflictividad, como son los lugares de memoria asociados a la guerra civil española. Se trata de una investigación cualitativa de tipo interpretativo que ha compatibilizado el método etnográfico con el estudio de caso a partir de una muestra incidental de maestros que trabajaron colaborativamente. Los datos analizados proceden fundamentalmente de prácticas desarrolladas en aulas de educación primaria pero también se ha tenido en cuenta su formación previa en las aulas universitarias. Se comprueba que los maestros que han asumido y aprendido a desarrollar un modelo crítico del patrimonio, incorporando las dimensiones racional y emocional en la construcción de identidades, han sido capaces de aplicarlo a su alumnado de primaria, que, a su vez, ha desarrollado competencias sociales básicas.
Andrés Domínguez Almansa; Ramón López Facal. Formación de maestros y educación patrimonial. Estudios pedagógicos (Valdivia) 2017, 43, 49 -68.
AMA StyleAndrés Domínguez Almansa, Ramón López Facal. Formación de maestros y educación patrimonial. Estudios pedagógicos (Valdivia). 2017; 43 (4):49-68.
Chicago/Turabian StyleAndrés Domínguez Almansa; Ramón López Facal. 2017. "Formación de maestros y educación patrimonial." Estudios pedagógicos (Valdivia) 43, no. 4: 49-68.
The nature and role of History in the curriculum is internationally contested. With History Education's focus on the development of the personal and social identity of young citizens, both what is taught and how it is taught are crucial. A curriculum that ignores the vernacular roots and origins of contemporary society, both locally and nationally, can be both impoverished and misleading, i.e.propagandistic. A crucial aspect of social memory is the canon of vernacular, folk history. Its stories, legends, myths and beliefs are transmitted and shared from generation to generation, usually orally, both through the family and socially through bodies such churches/mosques, schools, sporting and social clubs, societies, museums, cultural organisations and musical groups, bands and orchestras. Their often hidden vernacular histories parallel the national, governmentally approved narratives transmitted through national curricula and their official textbooks and pedagogy. The authors in their seminal article encounter head on the problem of impoverished national curricula that centre on an approved, sanitised canon of stories that enshrine a set of values, beliefs, attitudes and behaviours that encapsulate a nationalistic image. While the local and particular issues that their paper face relate to Spain, the underlying structure and methodology of the paper is appropriate internationally, particularly in jurisdictions [countries/states/regions] with a traumatic past. Here facing and dealing with controversial issues is crucial to the teaching for Citizenship that has to be based upon historical foundations and through History Education. This article presents the results of research carried out in the area of Social Science teaching in the University of Santiago de Compostela (Lugo Campus) with students training to become elementary teachers and also, through them, with elementary education pupils. Firstly, the student teachers were encouraged to discover hidden memories of executions carried out during the Spanish Civil War (1936–1939) in their immediate surroundings. The changes in these future teachers' historic awareness were analyzed along with the collective construction of knowledge regarding the educational virtue of this type of activity. Finally, the way in which some trainee teachers worked on this type of content, using similar methods, with children in elementary education (9-11 years of age) and the results they obtained will be presented.
Andrés Domínguez-Almansa; Ramón López Facal. Invisible Landscapes – Heritage In Conflict: Memories Of The Spanish Civil War, Elementary Education And Teacher Training 1. History Education Research Journal 2016, 14, 55 -66.
AMA StyleAndrés Domínguez-Almansa, Ramón López Facal. Invisible Landscapes – Heritage In Conflict: Memories Of The Spanish Civil War, Elementary Education And Teacher Training 1. History Education Research Journal. 2016; 14 (1):55-66.
Chicago/Turabian StyleAndrés Domínguez-Almansa; Ramón López Facal. 2016. "Invisible Landscapes – Heritage In Conflict: Memories Of The Spanish Civil War, Elementary Education And Teacher Training 1." History Education Research Journal 14, no. 1: 55-66.
Ramón López Facal; Jorge Sáiz Serrano. Spain: History Education and Nationalism Conflicts. Teaching History and the Changing Nation State 2016, 1 .
AMA StyleRamón López Facal, Jorge Sáiz Serrano. Spain: History Education and Nationalism Conflicts. Teaching History and the Changing Nation State. 2016; ():1.
Chicago/Turabian StyleRamón López Facal; Jorge Sáiz Serrano. 2016. "Spain: History Education and Nationalism Conflicts." Teaching History and the Changing Nation State , no. : 1.
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 teaching. The teachers present different interpretations and develop innovative activities, strategies, teaching procedures and evaluations. Students play an active role, value dialogue, ask for their teacher’s’ opinion, and want to construct their own interpretations about history. However, in order for a pedagogical transformation to occur, empowering and transformative practices must be deploye
Toledo Jofré María Isabel; Abraham Magendzo Kolstrein; Gutiérrez Gianella Virna; Segura Ricardo Iglesias; López-Facal Ramón. Enseñanza de “temas controversiales” en el curso de historia, desde la perspectiva de los estudiantes chilenos. Revista de Estudios Sociales 2015, 119 -133.
AMA StyleToledo Jofré María Isabel, Abraham Magendzo Kolstrein, Gutiérrez Gianella Virna, Segura Ricardo Iglesias, López-Facal Ramón. Enseñanza de “temas controversiales” en el curso de historia, desde la perspectiva de los estudiantes chilenos. Revista de Estudios Sociales. 2015; (52):119-133.
Chicago/Turabian StyleToledo Jofré María Isabel; Abraham Magendzo Kolstrein; Gutiérrez Gianella Virna; Segura Ricardo Iglesias; López-Facal Ramón. 2015. "Enseñanza de “temas controversiales” en el curso de historia, desde la perspectiva de los estudiantes chilenos." Revista de Estudios Sociales , no. 52: 119-133.
This paper examines the presence of Eurocentric bias in mainstream Spanish textbooks used to teach history in secondary education. The research objective is to analyse how the relationships between Europe and colonised populations are presented in history textbooks. The research hypothesis is that Spanish textbooks have a Eurocentric bias, involving not questioning colonialism. To this purpose, a representative sample of six textbooks was selected, and those chapters related to imperialism, colonialism and decolonisation processes were subjected to content analysis, in three dimensions: written information, pictures and maps. The methodology involved comparing the textbooks' narratives, conveyed both through text and images, with the consensual historiography about colonisation processes. The results show the persistence of a 'Rosy Tradition' sustaining certain continuity with the old colonial propaganda, for instance minimising or ignoring colonial violence; treating colonised territories and metropolis asymmetrically, disregarding non-European history; conveying a stereotypical image of colonised and colonisers through pictures, and resorting to maps with a colonial perspective. The conclusions bring forward some proposals that could improve the teaching and learning of the history of colonialisms, in order to avoid reinforcing the Eurocentric bias already existing among secondary students.
Manuel Pousa; Ramón López Facal. Eurocentric History in Spanish Textbooks. History Education Research Journal 2013, 12, 107 -120.
AMA StyleManuel Pousa, Ramón López Facal. Eurocentric History in Spanish Textbooks. History Education Research Journal. 2013; 12 (1):107-120.
Chicago/Turabian StyleManuel Pousa; Ramón López Facal. 2013. "Eurocentric History in Spanish Textbooks." History Education Research Journal 12, no. 1: 107-120.
Ramón López Facal; Benoît Falaize; Charles Heimberg; Olivier Loubes. L’enseignement de l’histoire en Galice. L’école et la nation 2013, 145 -153.
AMA StyleRamón López Facal, Benoît Falaize, Charles Heimberg, Olivier Loubes. L’enseignement de l’histoire en Galice. L’école et la nation. 2013; ():145-153.
Chicago/Turabian StyleRamón López Facal; Benoît Falaize; Charles Heimberg; Olivier Loubes. 2013. "L’enseignement de l’histoire en Galice." L’école et la nation , no. : 145-153.
Nacionalismos y Europeísmos en los Libros de Texto: Identificación e Identidad Nacional
Ramon Lopez Facal. Nacionalismos y Europeísmos en los Libros de Texto: Identificación e Identidad Nacional. Clío & Asociados La historia enseñada 2010, 1, 9 -33.
AMA StyleRamon Lopez Facal. Nacionalismos y Europeísmos en los Libros de Texto: Identificación e Identidad Nacional. Clío & Asociados La historia enseñada. 2010; 1 (14):9-33.
Chicago/Turabian StyleRamon Lopez Facal. 2010. "Nacionalismos y Europeísmos en los Libros de Texto: Identificación e Identidad Nacional." Clío & Asociados La historia enseñada 1, no. 14: 9-33.
This comment on L. Simonneaux and J. Simonneaux paper focuses on the role of identities in dealing with socio-scientific issues. We argue that there are two types of identities (social representations) influencing the students’ positions: On the one hand their social representations of the bears’ and wolves’ identities as belonging to particular countries (Slovenia versus France for bears, France and Italy for wolves), in other words, as having national identities; on the other hand representations of their own identities as belonging to the field of agricultural practitioners, and so sharing this socio-professional identity with shepherds and breeders, as opposed to ecologists. We discuss how these representations of identities influenced students’ reasoning and argumentation, blocking in some cases the evaluation of evidence. Implications for developing critical thinking and for dealing with SSI in the classrooms are outlined.
Ramon Lopez Facal; Maria Pilar Jimenez-Aleixandre. Identities, social representations and critical thinking. Cultural Studies of Science Education 2008, 4, 689 -695.
AMA StyleRamon Lopez Facal, Maria Pilar Jimenez-Aleixandre. Identities, social representations and critical thinking. Cultural Studies of Science Education. 2008; 4 (3):689-695.
Chicago/Turabian StyleRamon Lopez Facal; Maria Pilar Jimenez-Aleixandre. 2008. "Identities, social representations and critical thinking." Cultural Studies of Science Education 4, no. 3: 689-695.