Historia pública y pensamiento histórico. Nuevos enfoques metodológicos para aprender la Guerra de la Independencia española = Public History and historical thinking. New methodological approaches to learn the Peninsular War

Abstract

Resumen: En la presente investigación se analizan los resultados de aprendizaje del alumnado de Educación Secundaria con respecto al estudio de la Guerra de la Independencia española, a través de nuevos enfoques metodológicos como los derivados del pensamiento histórico, el trabajo cooperativo y el Puzzle de Aronson. El estudio, llevado a cabo en el IES L’Alluser (Mutxamel, Alicante) con 75 estudiantes de 4º ESO, ha sido completado a través de un cuestionario, como instrumento de evaluación y, su posterior análisis con el paquete estadístico IBM SPSS Statistics 24, mediante un análisis descriptivo de frecuencias y porcentajes. Los resultados muestran que el alumnado prefiere trabajar mediante estrategias cooperativas, que mejoran su capacidad de búsqueda de información a través de las fuentes, y que esta metodología ayuda a incrementan la capacidad de pensamiento histórico de los discentes, incluyendo los temas invisibles.Palabras clave: Historia Pública, EnseñanzaAprendizaje, Educación Secundaria, Metodología Didáctica, Guerra de la Independencia española.Abstract: This research analyses the learning outcomes of a group of Compulsory Secondary Education (CSE) students working on the Peninsular War on the basis of new methodological approaches, namely Historical Thinking, cooperation and Aronson’s Jigsaw. The study was carried out in L’Alluser Secondary School (Mutxamel, Alicante) with 75 students in Year 4 of CSE. Students were requested to fill a questionnaire, to be used as an assessment tool. It was then analysed using the statistical IBM SPSS Statistics 24 package through the description of frequencies and percentages. The results show that (1) students prefer cooperative, rather than individual strategies in history education. (2) their capacity to do research using a variety of sources improves (3) this methodology helps students to improve their historical thinking abilities, including invisible topics (4).Keywords: Public History, Teaching & Learning, Secondary Education, Teaching Methodology, Peninsular War.

Education and Heritage of Medieval Warfare. A Study on the Transmission of Knowledge by Informal Educators in Defensive Spaces

“…According to Moreno-Vera, raising the visibility of people who have suffered war is very positive for students, allowing them to reflect on the consequences for the civil population. It gives rise to subjects such as shortages, prices or even the conceptualisation of the woman [35].…”

“…This historical perspective is essential when it comes to promoting comprehension of the story, putting oneself in the shoes of a character from the past to understand their attitudes and motivations [61,62]. The necessity of an emotional engagement within the exercises of historical empathy is subject to debate [63], between those claiming the emotional component leads to a better understanding [1,61], and those who attribute it a more cognitive component, given that this emotional engagement does not constitute a form of Historical Thinking [35,62].…”