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This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.
José María Campillo-Ferrer; Pedro Miralles-Martínez. Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications 2021, 8, 1 -9.
AMA StyleJosé María Campillo-Ferrer, Pedro Miralles-Martínez. Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications. 2021; 8 (1):1-9.
Chicago/Turabian StyleJosé María Campillo-Ferrer; Pedro Miralles-Martínez. 2021. "Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic." Humanities and Social Sciences Communications 8, no. 1: 1-9.
The aim of this research is to study the impact of blogs on improving self-reported motivation and learning in a higher education context. A quasi-experimental study was carried out in a social science core unit of the Primary Education degree at the University of Murcia, Spain. The study involved two groups of student teachers, with a total of 101 participants, who created their own blogs as a framework for exchanging their views and sharing their ideas on a variety of contemporary issues related to social science teaching. Data were collected through pre- and post-tests to measure whether the expected changes had occurred as a result of using this digital information platform. The results indicate that the use of blogs helped students to develop their digital literacy, to enhance their social and civic skills, and increase their self-perceived motivation. It is therefore worth updating the current communication processes with regard to online learning with a view to promoting digital access to information and fostering a meaningful learning network through these web resources.
José María Campillo-Ferrer; Pedro Miralles-Martínez; Raquel Sánchez-Ibáñez. The effectiveness of using edublogs as an instructional and motivating tool in the context of higher education. Humanities and Social Sciences Communications 2021, 8, 1 -9.
AMA StyleJosé María Campillo-Ferrer, Pedro Miralles-Martínez, Raquel Sánchez-Ibáñez. The effectiveness of using edublogs as an instructional and motivating tool in the context of higher education. Humanities and Social Sciences Communications. 2021; 8 (1):1-9.
Chicago/Turabian StyleJosé María Campillo-Ferrer; Pedro Miralles-Martínez; Raquel Sánchez-Ibáñez. 2021. "The effectiveness of using edublogs as an instructional and motivating tool in the context of higher education." Humanities and Social Sciences Communications 8, no. 1: 1-9.
In the educational field, there is a discussion about how to teach temporal concepts within Social Science in Early Childhood Education and in Primary Education. This debate arises from the young age of the students, which shows the need to make use of different teaching approaches from those used in other higher educational levels. As stories have been proved as an effective teaching method used in this educational level for the past 30 years, the research problem revolves around the following question: is it possible to teach temporal concepts in Early Childhood Education using a non-specific story to teach social sciences? For this reason, the purpose of this study was to design, implement, and assess a teaching program for the temporal concepts past/present/future, before/after, and change/transformation in the third year of Early Childhood Education using a non-specific story to teach social sciences. For a better understanding of the program, a brief explanation of the Spanish Educational system has been included. The participants of the study were the 47 students of an Early Childhood and Primary Education Center in Molina de Segura, Murcia, Spain. Quantitative data were analyzed using the software program SPSS v. 24. With the goal of evaluating the students’ achievement of each activity’s objectives, as well as the teaching program as a whole, percentages and frequencies of the assessment charts’ different components were calculated. Once the data from the brainstorming session on the students’ prior knowledge of temporal concepts had been collected, it was transcribed and organized in the corresponding chart. In this way, a primary text document was created. Together with the Initial Questionnaire on Temporal Concepts (IQTC) and the Final Self-assessment Questionnaire (FSQ), which did not require transcription, three hermeneutic categories were created, one for each document, using the program ATLAS.ti (version 7.5.2). The results showed a high percentage of fulfillment of the objectives, with somewhat significant differences between one class and another. These results lead us to conclude that the temporal concepts chosen for this teaching program can be taught in third-year Early Childhood Education classes using the story Ramona la mona by Aitana Carrasco.
Verónica Vivas-Moreno; Pedro Miralles-Martínez; Cosme Jesús Gómez-Carrasco. Design and assessment of a teaching program to address temporal concepts in Early Childhood Education and Primary Education using stories. Humanities and Social Sciences Communications 2021, 8, 1 -12.
AMA StyleVerónica Vivas-Moreno, Pedro Miralles-Martínez, Cosme Jesús Gómez-Carrasco. Design and assessment of a teaching program to address temporal concepts in Early Childhood Education and Primary Education using stories. Humanities and Social Sciences Communications. 2021; 8 (1):1-12.
Chicago/Turabian StyleVerónica Vivas-Moreno; Pedro Miralles-Martínez; Cosme Jesús Gómez-Carrasco. 2021. "Design and assessment of a teaching program to address temporal concepts in Early Childhood Education and Primary Education using stories." Humanities and Social Sciences Communications 8, no. 1: 1-12.
History education research has long defended a transformation of the teaching and learning process in order to overcome the repetitive and conceptual learning of history, advocating an approach based on the development of historical thinking. Gamification is an innovative educational tool which may facilitate the learning of historical thinking concepts in the classroom. The objective of this quasi-experimental research was to verify whether the learning of history of 4th year primary school children improved following the implementation of a gamified project in the classroom compared with a control group which followed a traditional methodology. For this purpose, the learners completed a mixed performance test before and after the classroom intervention. The results showed significant differences in the intergroup (posttest) and intragroup (pretest–posttest) comparisons. This research may serve as a reference point for promoting the implementation of gamification in the primary classroom, and for orienting teacher training programmes towards an epistemological and methodological change.
María Martínez-Hita; Cosme Jesús Gómez-Carrasco; Pedro Miralles-Martínez. The effects of a gamified project based on historical thinking on the academic performance of primary school children. Humanities and Social Sciences Communications 2021, 8, 1 -10.
AMA StyleMaría Martínez-Hita, Cosme Jesús Gómez-Carrasco, Pedro Miralles-Martínez. The effects of a gamified project based on historical thinking on the academic performance of primary school children. Humanities and Social Sciences Communications. 2021; 8 (1):1-10.
Chicago/Turabian StyleMaría Martínez-Hita; Cosme Jesús Gómez-Carrasco; Pedro Miralles-Martínez. 2021. "The effects of a gamified project based on historical thinking on the academic performance of primary school children." Humanities and Social Sciences Communications 8, no. 1: 1-10.
This paper presents the theoretical framework, application and final outcomes of a pilot test designed as a possible model for assessing students' historical thinking in Secondary Education. It is based both on widely accepted historical thinking concepts and on the assessment framework developed by PISA. The test tries to assess what could be named as the three major competences in history: "explain historically", "use of sources as historical evidence" and "understanding the features of historical knowledge". It includes several stimuli (texts, images…) and a total of 39 items. The field trial of the test was applied to a convenience sample of 893 10th and 11th grade students, aged 16 to 18 years. Their answers were analysed statistically according to the Item Response Theory (IRT), and the results uphold the validity and reliability of the test instrument. The IRT analysis also enables us to take a first step towards defining levels of achievement and progress for the learning and acquisition of those competences. One implication of note of this research is the possible adoption of this model for assessing history, based both on applied content knowledge and historical thinking concepts and skills. Such a model of assessment would also stimulate more active, problem-based and motivating teaching approaches.
Jesús Domínguez-Castillo; Universidad Antonio de Nebrija; Laura Arias-Ferrer; Raquel Sánchez-Ibáñez; Alejandro Egea-Vivancos; Francisco García-Crespo; Pedro Miralles-Martínez; Universidad de Murcia; Universidad Complutense de Madrid. A competence-based test to assess historical thinking in secondary education: Design, application, and validation. Historical Encounters: A journal of historical consciousness, historical cultures, and history education 2021, 30 -46.
AMA StyleJesús Domínguez-Castillo, Universidad Antonio de Nebrija, Laura Arias-Ferrer, Raquel Sánchez-Ibáñez, Alejandro Egea-Vivancos, Francisco García-Crespo, Pedro Miralles-Martínez, Universidad de Murcia, Universidad Complutense de Madrid. A competence-based test to assess historical thinking in secondary education: Design, application, and validation. Historical Encounters: A journal of historical consciousness, historical cultures, and history education. 2021; ():30-46.
Chicago/Turabian StyleJesús Domínguez-Castillo; Universidad Antonio de Nebrija; Laura Arias-Ferrer; Raquel Sánchez-Ibáñez; Alejandro Egea-Vivancos; Francisco García-Crespo; Pedro Miralles-Martínez; Universidad de Murcia; Universidad Complutense de Madrid. 2021. "A competence-based test to assess historical thinking in secondary education: Design, application, and validation." Historical Encounters: A journal of historical consciousness, historical cultures, and history education , no. : 30-46.
This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisition of critical thinking, the use of textbooks must be integrated with other, more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.
José María Álvarez-Martínez-Iglesias; Jesús Molina-Saorín; Francisco Javier Trigueros-Cano; Pedro Miralles-Martínez. The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks. International Journal of Learning, Teaching and Educational Research 2021, 20, 137 -151.
AMA StyleJosé María Álvarez-Martínez-Iglesias, Jesús Molina-Saorín, Francisco Javier Trigueros-Cano, Pedro Miralles-Martínez. The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks. International Journal of Learning, Teaching and Educational Research. 2021; 20 (4):137-151.
Chicago/Turabian StyleJosé María Álvarez-Martínez-Iglesias; Jesús Molina-Saorín; Francisco Javier Trigueros-Cano; Pedro Miralles-Martínez. 2021. "The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks." International Journal of Learning, Teaching and Educational Research 20, no. 4: 137-151.
(1) The use of heritage in fieldwork, enabling the analysis of historical sources in museums via school trips, contributes towards the development of historical thinking and the formation of active, participative and critical citizens within the field of formal education (2) The general objective of the present study is to estimate the value which teachers and museum educators confer upon museums and school visits in the stages of early years, primary and secondary education. The research method employed is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers, who visited two archaeological museums with their class groups in order to carry out an activity relating to the subject of history, and 18 museum educators. The data collection tool was the MUSELA © questionnaire. (3) The main results indicate that both teachers and educators agree that it is the responsibility of the educator to connect the visit with the interests of the group. 70% of the museum educators are totally in agreement with the academic perspective provided by museums, and more than 75% of the teachers and museum educators are totally in agreement with the fact that the objective of museum visits is to increase knowledge and cultural experience. (4) Educational agents’ understanding of the use of visits to archaeological museums as field trips for history work is a challenge that must be confronted over the coming decade. It is necessary to promote a model of collaboration that develops interaction by generating common educational projects.
Ainoa Escribano-Miralles; Francisca-José Serrano-Pastor; Pedro Miralles-Martínez. Perceptions of Educational Agents Regarding the Use of School Visits to Museums for the Teaching of History. Sustainability 2021, 13, 4915 .
AMA StyleAinoa Escribano-Miralles, Francisca-José Serrano-Pastor, Pedro Miralles-Martínez. Perceptions of Educational Agents Regarding the Use of School Visits to Museums for the Teaching of History. Sustainability. 2021; 13 (9):4915.
Chicago/Turabian StyleAinoa Escribano-Miralles; Francisca-José Serrano-Pastor; Pedro Miralles-Martínez. 2021. "Perceptions of Educational Agents Regarding the Use of School Visits to Museums for the Teaching of History." Sustainability 13, no. 9: 4915.
The research objectives of this paper are to compare the activities which have been prepared in the design of field trips from the perspective of teachers and museum educators, as well as to describe the use of resources and materials from the point of view of educational agents. The research method is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers of early years, primary and secondary education, visiting two archaeological museums with their class groups in order to carry out an activity relating to the subject of history. The data collection tool was the MUSELA© questionnaire. The main results show that 60% of the teachers state that they prepare some kind of activities and 70% use some resources within the design of a field trip to an archaeological museum. On the other hand, 94.4% of the museum educators carry out activities using resources in the museum visit. The main conclusion is that the activities which are most used by teachers and educators in the museum (experimentation and artistic workshops, audio-visual observation and viewing tasks and debates or sharing) and by teachers in the classroom space (audio-visual viewing) do not guarantee research activities, analysis or reflection activities.
Ainoa Escribano-Miralles; Francisca-José Serrano-Pastor; Pedro Miralles-Martínez. The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education. Sustainability 2021, 13, 4095 .
AMA StyleAinoa Escribano-Miralles, Francisca-José Serrano-Pastor, Pedro Miralles-Martínez. The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education. Sustainability. 2021; 13 (8):4095.
Chicago/Turabian StyleAinoa Escribano-Miralles; Francisca-José Serrano-Pastor; Pedro Miralles-Martínez. 2021. "The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education." Sustainability 13, no. 8: 4095.
The aim of this study is to find out the relevance of the competences worked on in the area of social science, specifically in the subjects of geography and history, through the perceptions of pupils in the 4th year of compulsory secondary education (ESO). In order to carry out the survey, a purposive sampling was carried out in which more than 1400 4th year ESO students (in Spain) participated. In addition, using a Likert-type scale of our own creation called Evaluation of the Perception of Social Science Competences (EPECOCISO) and following a design of quantitative methodology, an exploratory factor analysis was carried out with the analysis software SPSS through the descriptive process, which allowed us to select the three factors that make up the study. Subsequently, correlations were established between factors through Pearson’s test, and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables) through the chi-square test of independence and Cramer’s V test (nominal), as well as the linearity test, Goodman’s gamma test, and the Kruskal (ordinal) test. Finally, one of the most important conclusions of this study is that the difficulties encountered by students in the acquisition of competences is conditioned by the development of the assessment processes that are carried out.
José Álvarez-Martínez-Iglesias; Pedro Miralles-Martínez; Jesús Molina-Saorín; Francisco Trigueros-Cano. Secondary School Students’ Perception of the Acquisition of Social Science Skill. Social Sciences 2021, 10, 126 .
AMA StyleJosé Álvarez-Martínez-Iglesias, Pedro Miralles-Martínez, Jesús Molina-Saorín, Francisco Trigueros-Cano. Secondary School Students’ Perception of the Acquisition of Social Science Skill. Social Sciences. 2021; 10 (4):126.
Chicago/Turabian StyleJosé Álvarez-Martínez-Iglesias; Pedro Miralles-Martínez; Jesús Molina-Saorín; Francisco Trigueros-Cano. 2021. "Secondary School Students’ Perception of the Acquisition of Social Science Skill." Social Sciences 10, no. 4: 126.
A Correction to this paper has been published: https://doi.org/10.1057/s41599-021-00740-x
Raquel Sánchez-Ibáñez; Catalina Guerrero-Romera; Pedro Miralles-Martínez. Correction: Primary and secondary school teachers’ perceptions of their social science training needs. Humanities and Social Sciences Communications 2021, 8, 1 -1.
AMA StyleRaquel Sánchez-Ibáñez, Catalina Guerrero-Romera, Pedro Miralles-Martínez. Correction: Primary and secondary school teachers’ perceptions of their social science training needs. Humanities and Social Sciences Communications. 2021; 8 (1):1-1.
Chicago/Turabian StyleRaquel Sánchez-Ibáñez; Catalina Guerrero-Romera; Pedro Miralles-Martínez. 2021. "Correction: Primary and secondary school teachers’ perceptions of their social science training needs." Humanities and Social Sciences Communications 8, no. 1: 1-1.
The aim of this work is to find out the perception that students in 4th year compulsory secondary education have of the teaching of key competences, as well as the possibility these have of being transferred to a real, everyday situation, according to what they have learned in the subject of Geography and History. For this, an intentional sample was configured in which more than 1400 subjects from 4th year of secondary education (in Spain) have participated, with a level of significance of 0.05 using a scale—original and unpublished—called (EPECOCISO—Evaluation of the Perception of Social Science Competences). It is a quantitative descriptive study in which—through an exploratory factorial analysis—factors 1, 2, and 3 have been selected for the realization of a descriptive study. Subsequently, correlation between factors has been established through the Pearson test and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables), through the chi-square independence test and Cramer’s V test (nominal) and the linearity test and Goodman’s and Kruskal’s Gamma test (ordinal). Finally, it can be concluded that a methodology based and organized around the development of critical thinking facilitates the acquisition of contents and competences, as well as allowing students to detect the possibility of transferring them and putting them into practice in a real situation that can be presented.
José Álvarez-Martínez-Iglesias; Jesús Molina-Saorín; Pedro Miralles-Martínez; Francisco Trigueros-Cano. Key Competences and the Transfer of Social Knowledge: Perceptions of Secondary School Pupils. Sustainability 2021, 13, 2299 .
AMA StyleJosé Álvarez-Martínez-Iglesias, Jesús Molina-Saorín, Pedro Miralles-Martínez, Francisco Trigueros-Cano. Key Competences and the Transfer of Social Knowledge: Perceptions of Secondary School Pupils. Sustainability. 2021; 13 (4):2299.
Chicago/Turabian StyleJosé Álvarez-Martínez-Iglesias; Jesús Molina-Saorín; Pedro Miralles-Martínez; Francisco Trigueros-Cano. 2021. "Key Competences and the Transfer of Social Knowledge: Perceptions of Secondary School Pupils." Sustainability 13, no. 4: 2299.
Competency-based education is one of the challenges currently faced by social science teachers. At present, there is an abundance of research on competencies relating to the social sciences which favour the development of historical thinking among learners. The ongoing training of teachers is of vital importance when it comes to shifting the method of teaching towards approaches which focus more on the learner, which favour the teaching of historical contents and competences aimed at forming a critical citizenship. For this reason, the two objectives of this study are to discover which disciplinary contents are considered by teachers to be most relevant for the teaching of history and what training is required by teachers who give social science classes in primary and secondary education in Spain. The research is a non-experimental mixed-methods study. In order to achieve the first objective, a quantitative analysis has been carried out of the data obtained from a questionnaire with a Likert-type scale administered to 332 primary and secondary teachers in Spain. To achieve the second objective, the information obtained from 12 interviews with primary and secondary school teachers in Spain has been analysed in a qualitative way. The results obtained indicate that teachers update their disciplinary knowledge via scientific journals and that they are interested in receiving training in historical thinking skills, active learning methods and ICT resources. Based on these training needs, it is concluded that teachers currently envisage a teaching model in the social sciences which is more competency-based and focused on the active participation of the learner.
Raquel Sánchez-Ibáñez; Catalina Guerrero-Romera; Pedro Miralles-Martínez. Primary and secondary school teachers’ perceptions of their social science training needs. Humanities and Social Sciences Communications 2021, 8, 1 -11.
AMA StyleRaquel Sánchez-Ibáñez, Catalina Guerrero-Romera, Pedro Miralles-Martínez. Primary and secondary school teachers’ perceptions of their social science training needs. Humanities and Social Sciences Communications. 2021; 8 (1):1-11.
Chicago/Turabian StyleRaquel Sánchez-Ibáñez; Catalina Guerrero-Romera; Pedro Miralles-Martínez. 2021. "Primary and secondary school teachers’ perceptions of their social science training needs." Humanities and Social Sciences Communications 8, no. 1: 1-11.
The purpose of this work is to find out the students’ perception of the level of development of competences in the area of Social Sciences, Geography, and History. It has been developed taking into account what has been learned in the area, the level of difficulty for its acquisition, the assessment tools, and the transfer to a real situation. The development of a scale—original and unprecedented—called Evaluation of the Perception of Competences from the Social Sciences (EPECOSICO) has allowed, through a descriptive and quantitative study of validation of the instrument with an intentional sampling, to know the opinion of more than 1400 students of 4th year of secondary education (Spain). The instrument used presents good psychometric attributes, emphasizing the balanced characterization, considering that the number of students is similar (51%, 49%), the confidentiality and the validity. Finally, a KMO higher than 0.9 indicates high reliability in the consistency of the instrument used.
José-María Álvarez-Martínez-Iglesias; Francisco-Javier Trigueros-Cano; Pedro Miralles-Martínez; Jesús Molina-Saorín. Assessment by Competences in Social Sciences: Secondary Students Perception Based on the EPECOCISO Scale. Sustainability 2020, 12, 10056 .
AMA StyleJosé-María Álvarez-Martínez-Iglesias, Francisco-Javier Trigueros-Cano, Pedro Miralles-Martínez, Jesús Molina-Saorín. Assessment by Competences in Social Sciences: Secondary Students Perception Based on the EPECOCISO Scale. Sustainability. 2020; 12 (23):10056.
Chicago/Turabian StyleJosé-María Álvarez-Martínez-Iglesias; Francisco-Javier Trigueros-Cano; Pedro Miralles-Martínez; Jesús Molina-Saorín. 2020. "Assessment by Competences in Social Sciences: Secondary Students Perception Based on the EPECOCISO Scale." Sustainability 12, no. 23: 10056.
The main objective of this article is to analyze the cognitive level of the activities in History textbooks in Spain, England, and Portugal in the transition stage from Primary to Secondary Education (11–13 years), according to the country of origin, typology, and the concepts and disciplinary contents included. The design of this research is quantitative, descriptive, and cross-sectional. The non-probabilistic sample consists of 6,561 activities contained in 27 school textbooks from Spain, England, and Portugal. Descriptive and contrast analyses have been carried out using parametric tests. The results indicate that textbooks from Spain and Portugal mainly include activities situated between a basic and intermediate cognitive level while in England, the cognitive level of activities is medium or high. The ANOVA and Tukey B tests show significant differences between the cognitive level required in the activities and the typology of exercises, the concepts, and historical contents worked on. The activities with higher cognitive level correspond to those of creation and essays, the exercises that work on empathy and historical relevance, and that contain activities of social and economic history. In contrast, the activities with the lowest cognitive level are short questions and objective tests, those that work on first-order concepts (data and concrete facts), and those on the History of Art. The conclusion is that there is a need for a balanced presence of first-order content and historical thinking skills, the application in the classroom of a more active student-centered methodology, and the teachers’ conception of history teaching that prioritizes historical skills.
Cosme J. Gómez; Glória Solé; Pedro Miralles; Raquel Sánchez. Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal). Frontiers in Psychology 2020, 11, 1 .
AMA StyleCosme J. Gómez, Glória Solé, Pedro Miralles, Raquel Sánchez. Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal). Frontiers in Psychology. 2020; 11 ():1.
Chicago/Turabian StyleCosme J. Gómez; Glória Solé; Pedro Miralles; Raquel Sánchez. 2020. "Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)." Frontiers in Psychology 11, no. : 1.
This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.
José-María Campillo-Ferrer; Pedro Miralles-Martínez; Raquel Sánchez-Ibáñez. Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies. Sustainability 2020, 12, 1 .
AMA StyleJosé-María Campillo-Ferrer, Pedro Miralles-Martínez, Raquel Sánchez-Ibáñez. Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies. Sustainability. 2020; 12 (12):1.
Chicago/Turabian StyleJosé-María Campillo-Ferrer; Pedro Miralles-Martínez; Raquel Sánchez-Ibáñez. 2020. "Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies." Sustainability 12, no. 12: 1.
Content and language integrated learning (CLIL) has been implemented in Spain for more than two decades, and the number of schools that have joined CLIL initiatives has progressively grown in an attempt to increase students’ proficiency in English; all of these developments are indicative of the importance of foreign language learning (FLL) in this country. The aim of this paper is to analyse the promotion of cognitive skills by teachers in the subjects of science and social science in primary education in the Spanish Region of Murcia. A mixed methodology combining techniques for collecting both quantitative and qualitative data was implemented. The results show a tendency to lapse into low-order thinking skills, which can hinder the development of demanding cognitive skills and creative learning processes in CLIL lessons. Some factors might affect these teaching practices, such as the type of teaching staff position or the experience that teachers have gained over time. The article concludes with some suggestions for further research.
José-María Campillo-Ferrer; Pedro Miralles-Martínez; Raquel Sánchez-Ibáñez. CLIL teachers’ views on cognitive development in primary education. Palgrave Communications 2020, 6, 1 .
AMA StyleJosé-María Campillo-Ferrer, Pedro Miralles-Martínez, Raquel Sánchez-Ibáñez. CLIL teachers’ views on cognitive development in primary education. Palgrave Communications. 2020; 6 (1):1.
Chicago/Turabian StyleJosé-María Campillo-Ferrer; Pedro Miralles-Martínez; Raquel Sánchez-Ibáñez. 2020. "CLIL teachers’ views on cognitive development in primary education." Palgrave Communications 6, no. 1: 1.
We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources.
Jairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Pedro Miralles-Martínez; Inmaculada Aznar-Díaz. An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis. Sustainability 2020, 12, 3124 .
AMA StyleJairo Rodríguez-Medina, Cosme J. Gómez-Carrasco, Pedro Miralles-Martínez, Inmaculada Aznar-Díaz. An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis. Sustainability. 2020; 12 (8):3124.
Chicago/Turabian StyleJairo Rodríguez-Medina; Cosme J. Gómez-Carrasco; Pedro Miralles-Martínez; Inmaculada Aznar-Díaz. 2020. "An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis." Sustainability 12, no. 8: 3124.
Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.
Cosme J. Gómez-Carrasco; Pedro Miralles-Martinez; Olaia Fontal; Alex Ibañez-Etxeberria. Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England). Sustainability 2020, 12, 933 .
AMA StyleCosme J. Gómez-Carrasco, Pedro Miralles-Martinez, Olaia Fontal, Alex Ibañez-Etxeberria. Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England). Sustainability. 2020; 12 (3):933.
Chicago/Turabian StyleCosme J. Gómez-Carrasco; Pedro Miralles-Martinez; Olaia Fontal; Alex Ibañez-Etxeberria. 2020. "Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)." Sustainability 12, no. 3: 933.
The main aim of this paper is to compare the opinions and perceptions of trainee teachers in Spain and the United Kingdom on the most appropriate procedures, activities and exercises to assess historical knowledge. A closed questionnaire was developed with a Likert-type scale (1–5). The sample was 506 questionnaires of students of the Teacher Training Master’s degree in the speciality of Geography and History in Spain (344) and PGCE and Teach First in United Kingdom (162). The research involved 22 universities, 13 from Spain and 9 from England, with a wide territorial representation. The results show significant differences between the two countries, quite clear educational profiles for Spain, and more diffuse ones in United Kingdom.
Cosme J. Gómez Carrasco; Pedro Miralles Martínez; Jairo Rodríguez Medina; Javier J. Maquilón Sánchez. Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom. Educational Studies 2020, 47, 472 -490.
AMA StyleCosme J. Gómez Carrasco, Pedro Miralles Martínez, Jairo Rodríguez Medina, Javier J. Maquilón Sánchez. Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom. Educational Studies. 2020; 47 (4):472-490.
Chicago/Turabian StyleCosme J. Gómez Carrasco; Pedro Miralles Martínez; Jairo Rodríguez Medina; Javier J. Maquilón Sánchez. 2020. "Perceptions on the procedures and techniques for assessing history and defining teaching profiles. Teacher training in Spain and the United Kingdom." Educational Studies 47, no. 4: 472-490.
El presente dosier se ha trazado como objetivo principal socializar resultados de investigación recientes, en el ámbito iberoamericano, en torno a la problematización y comprensión de las relaciones que se dan entre la cultura histórica y la cultura escolar al momento de definir y entender los procesos de enseñanza y aprendizaje de la historia. Aunque se inscriben en contextos nacionales diversos (Perú, Venezuela, Brasil, España, Argentina, Uruguay y Colombia), los hallazgos y las propuestas teóricas y prácticas de los académicos cuyos textos conforman este número temático permiten identificar retos y posibilidades comunes alrededor del fortalecimiento de la Educación Histórica en Iberoamérica; tarea que en este contexto es indispensable a la hora de estructurar acciones concretas que permitan afrontar y superar los diversos intentos de debilitamiento curricular al que ha sido sometida la enseñanza de la historia –entendida como saber escolar– durante las últimas décadas.
Nilson Javier Ibagón Martín; Pedro Miralles Martínez. Historia a enseñar, historia enseñada e historia aprendida. Posibilidades investigativas en el campo de la Educación Histórica en Iberoamérica. Historia y Espacio 2019, 15, 1 .
AMA StyleNilson Javier Ibagón Martín, Pedro Miralles Martínez. Historia a enseñar, historia enseñada e historia aprendida. Posibilidades investigativas en el campo de la Educación Histórica en Iberoamérica. Historia y Espacio. 2019; 15 (53):1.
Chicago/Turabian StyleNilson Javier Ibagón Martín; Pedro Miralles Martínez. 2019. "Historia a enseñar, historia enseñada e historia aprendida. Posibilidades investigativas en el campo de la Educación Histórica en Iberoamérica." Historia y Espacio 15, no. 53: 1.