El arte como herramienta docente en medicina

Saura-Carretero, Zoser; López-Aragó, Marina; López-Castellano, Alicia; Rodilla, Vicente

doi:10.1016/j.edumed.2017.10.004

Cited by 1 publication

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“…The rapid growth in Spanish universities of the field of social sciences teaching, both in terms of teaching and research in the last two decades has, without a doubt, contributed to the desire for a change in educational model (Miralles et al, 2011;Rodríguez et al, 2020). Indeed, research on the teaching of historical skills has proliferated in Spain (Domínguez, 2015;Jorge and Ramón, 2015;Carretero, 2019) and other countries, such as Portugal (Pinto, 2017;Gago, 2018;Solé and Barca, 2018), the United Kingdom (Chapman, 2011;Cooper, 2018), Canada (Seixas and Morton, 2013;Ercikan and Seixas, 2015), the United States (VanSledright, 2014;Wineburg, 2018) and throughout Ibero-America (Fronza, 2019). All of this has led to the formation of critical and reflexive people, who are so necessary in facing the changing and global reality of the 21st century.…”

Section: Introductionmentioning

confidence: 99%

Approaches to History Teaching According to a Structural Equation Model

2022

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Approaches to the teaching and learning of history imply a series of changes and improvements which are adapted to the new epistemological and disciplinary contexts. This calls for a series of transformations in teaching approaches and methodological strategies in order to bring them more into line with the current model of history education. The purpose of this article is to analyse the validity of a questionnaire designed to identify the perceptions of in-service teachers regarding the teaching approaches they believe to be most appropriate for teaching history in primary and secondary/baccalaureate education in Spain. The research methodology employed was quantitative with a non-experimental design based on a Likert-type questionnaire. The sample is non-probabilistic and consists of 332 active teachers who teach history in primary and secondary/baccalaureate education in Spain. For the analysis of the data, a structural equation model was used based on exploratory and confirmatory factor analyses. The results indicate that the teachers surveyed identify three teaching approaches in accordance with the theoretical approach underlying the research. Specifically, a traditional approach based on the memorisation of content; an intermediate model in which there is interaction between teachers and students, through strategies such as discussion, and a third focused on students and the development of historical and critical thinking. These results have important implications for the initial and on-going training of teachers, especially in terms of content.

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