A hashtag movement for independence: using Twitter to teach history
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | AtoZ (Curitiba) |
Texto Completo: | https://revistas.ufpr.br/atoz/article/view/43596 |
Resumo: | Introduction: There are difficulties in understanding historical time. It is necessary that students stop seeing historic events in a one-dimensional way and see them by means of the actor's tale instead. How can teachers achieve that students do so by developing empathy? Can one use current technology in order to “play” the past? This research summarizes a class project that organized a game using role-play via Twitter, called “Twitting for independence” in a course in History taking Teaching for Understanding (TfU) as reference framework. The objective was to comprehend the position of the actors of Latin-American independence and build empathy regarding their roles. Method: It was evaluated the level of perception and comprehension of the students concerning the development of empathy promoted by this activity, as well as their satisfaction with this, applying a open questionnaire in order to measure their learning, as well as closed questions and scales to measure their empathy and satisfaction level. The questionnaire was applied to 72 young high school students. Results: Students learnt that in order to understand a historic event it had to be seen from the actors' different points of view. They reached good levels of understanding of the role each actor played in achieving Latin American Independence and indicated that the activity largely contributed to developing their empathy. Conclusions: The social network Twitter can be used to develop historical character role-plays and reinforce the comprehension of History as an ensemble of tales produced by actors with different roles and positions around it. |
id |
UFPR-6_e15447242f3ec82781ccf933a2c547bf |
---|---|
oai_identifier_str |
oai:revistas.ufpr.br:article/43596 |
network_acronym_str |
UFPR-6 |
network_name_str |
AtoZ (Curitiba) |
repository_id_str |
|
spelling |
A hashtag movement for independence: using Twitter to teach historyUn “tuiterazo” por la independencia: una experiencia del uso de Twitter para la enseñanza de HistoriaUn “tuiterazo” por la independencia: el uso de Twitter para la enseñanza de historiaEducación: Métodos y técnicas de enseñanzaEnseñanza de Historia; Twitter; Redes sociales; Juego de rolesEducation: Teaching methods and techniquesHistory teaching; Twitter; Social Networks; Role-PlayEducação: Métodos e técnicas de ensinoEnsino de História; Twitter; Redes sociais; Jogo de papéisIntroduction: There are difficulties in understanding historical time. It is necessary that students stop seeing historic events in a one-dimensional way and see them by means of the actor's tale instead. How can teachers achieve that students do so by developing empathy? Can one use current technology in order to “play” the past? This research summarizes a class project that organized a game using role-play via Twitter, called “Twitting for independence” in a course in History taking Teaching for Understanding (TfU) as reference framework. The objective was to comprehend the position of the actors of Latin-American independence and build empathy regarding their roles. Method: It was evaluated the level of perception and comprehension of the students concerning the development of empathy promoted by this activity, as well as their satisfaction with this, applying a open questionnaire in order to measure their learning, as well as closed questions and scales to measure their empathy and satisfaction level. The questionnaire was applied to 72 young high school students. Results: Students learnt that in order to understand a historic event it had to be seen from the actors' different points of view. They reached good levels of understanding of the role each actor played in achieving Latin American Independence and indicated that the activity largely contributed to developing their empathy. Conclusions: The social network Twitter can be used to develop historical character role-plays and reinforce the comprehension of History as an ensemble of tales produced by actors with different roles and positions around it.Introdução: É necessário que os alunos deixem de entender um evento histórico de forma unidimensional e abordá-lo a partir dos relatos de seus atores. Como fazer que tais alunos o façam desenvolvendo empatia? Como se pode usar a tecnologia para "jogar" com o passado? Este estudo resume um projeto de sala de aula na qual se organizou um "role play game" utilizando-se o Twitter, e que foi chamado de "tuiteraço pela independência". A atividade ocorreu na área de conhecimento de história e com base na proposta de Ensino para a Compreensão (EPC). Assim, o objetivo foi compreender as posições de "atores" da independência latino-americana e desenvolver um processo empático. Método: avaliou-se o nível de compreensão e conscientização dos estudantes sobre o desenvolvimento da empatia promovido pela atividade, assim como a satisfação dos estudantes frente a atividade. Para tal, aplicou-se um questionário composto de perguntas abertas e fechadas visando avaliar a aprendizagem, assim como escalas para medir empatia e satisfação. O instrumento foi aplicado a 72 jovens estudantes do ensino médio. Resultados: Os alunos entendem que, para compreender um acontecimento histórico, é necessário entender o ponto de vista diferentes atores e consideraram que houve um bom nível de compreensão do papel de cada ator no cenário da independência latino-americana. Indicaram que a atividade contribuiu de maneira ampla para o desenvolvimento da empatia e declararam-se satisfeitos. Conclusões: A rede social Twitter pode ser usada para o desenvolvimento de role-playing games voltados ao reforço do entendimentos de fatos históricos como um conjunto de narrativas produzidas por atores que têm diferentes papéis e posições em torno dos acontecimentos.Introducción: Es necesario que los estudiantes dejen de comprender un evento histórico de forma unidimensional y se aproximen a él desde los relatos de sus actores. ¿Cómo lograr que lo hagan desarrollando empatía? ¿Se puede usar las tecnologías del presente para “jugar” al pasado? Este estudio resume un proyecto de aula que organizó un juego de rol a través de Twitter denominado “tuiterazo por la independencia” en la materia de Historia tomando como marco la Enseñanza para la Comprensión (EpC). El objetivo era comprender las posiciones de actores de la independencia latinoamericana y desarrollar empatía. Método: Se evaluaron el nivel de comprensión y la percepción de los estudiantes sobre el desarrollo de empatía promovido por la actividad, así como su satisfacción con ésta a partir de un cuestionario constituido de preguntas abiertas para evaluar aprendizajes y preguntas cerradas y escalas para medir su empatía y nivel de satisfacción. El cuestionario fue aplicado a 72 jóvenes estudiantes de bachillerato. Resultados: Los estudiantes entendieron que para comprender un evento histórico debe comprenderse el punto de vista diferentes actores y alcanzaron buenos niveles de comprensión del papel de cada actor en la independencia. Además indicaron que contribuyó en buena medida a desarrollar su empatía y tuvo un alto nivel de satisfacción. Conclusiones: La red social Twitter puede ser utilizada para el desarrollo de juego de roles de carácter histórico y reforzar las comprensiones de la historia como un conjunto de relatos producidos por actores que tienen diferentes roles y posiciones alrededor de éste.Programa de Pós-graduação em Gestão da Informação - UFPRUniversidad Casa GrandeLiceo Los AndesUniversidad Casa GrandeLiceo Los AndesUniversidad Casa GrandeLiceo Los AndesZerega-Garaycoa, María Mercedes2015-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtículo evaluado por paresestudio cuantitativo; estudio cualitativoAvaliado pelos paresestudo quantitativo; estudo qualitativoquantitative study; qualitative studytext/htmlapplication/epub+zipapplication/pdfhttps://revistas.ufpr.br/atoz/article/view/4359610.5380/atoz.v4i2.43596AtoZ: novas práticas em informação e conhecimento; v. 4, n. 2 (2015): jul./dez.; 74-83AtoZ: novas práticas em informação e conhecimento; v. 4, n. 2 (2015): jul./dez.; 74-83AtoZ: novas práticas em informação e conhecimento; v. 4, n. 2 (2015): jul./dez.; 74-832237-826X10.5380/atoz.v4i2reponame:AtoZ (Curitiba)instname:Universidade Federal do Paraná (UFPR)instacron:UFPRspahttps://revistas.ufpr.br/atoz/article/view/43596/26969https://revistas.ufpr.br/atoz/article/view/43596/27204https://revistas.ufpr.br/atoz/article/view/43596/27168Institución educativa-estudiantes de bachilleratoCollegehigh school studentsUniversidadeestudantes de bachareladoinfo:eu-repo/semantics/openAccess2017-11-04T13:55:21Zoai:revistas.ufpr.br:article/43596Revistahttp://revistas.ufpr.br/atozPUBhttp://ojs.c3sl.ufpr.br/ojs2/index.php/atoz/oai||revistaatoz@ufpr.br|| contatoatoz@gmail.com2237-826X2237-826Xopendoar:2017-11-04T13:55:21AtoZ (Curitiba) - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
A hashtag movement for independence: using Twitter to teach history Un “tuiterazo” por la independencia: una experiencia del uso de Twitter para la enseñanza de Historia Un “tuiterazo” por la independencia: el uso de Twitter para la enseñanza de historia |
title |
A hashtag movement for independence: using Twitter to teach history |
spellingShingle |
A hashtag movement for independence: using Twitter to teach history Zerega-Garaycoa, María Mercedes Educación: Métodos y técnicas de enseñanza Enseñanza de Historia; Twitter; Redes sociales; Juego de roles Education: Teaching methods and techniques History teaching; Twitter; Social Networks; Role-Play Educação: Métodos e técnicas de ensino Ensino de História; Twitter; Redes sociais; Jogo de papéis |
title_short |
A hashtag movement for independence: using Twitter to teach history |
title_full |
A hashtag movement for independence: using Twitter to teach history |
title_fullStr |
A hashtag movement for independence: using Twitter to teach history |
title_full_unstemmed |
A hashtag movement for independence: using Twitter to teach history |
title_sort |
A hashtag movement for independence: using Twitter to teach history |
author |
Zerega-Garaycoa, María Mercedes |
author_facet |
Zerega-Garaycoa, María Mercedes |
author_role |
author |
dc.contributor.none.fl_str_mv |
Universidad Casa Grande Liceo Los Andes Universidad Casa Grande Liceo Los Andes Universidad Casa Grande Liceo Los Andes |
dc.contributor.author.fl_str_mv |
Zerega-Garaycoa, María Mercedes |
dc.subject.por.fl_str_mv |
Educación: Métodos y técnicas de enseñanza Enseñanza de Historia; Twitter; Redes sociales; Juego de roles Education: Teaching methods and techniques History teaching; Twitter; Social Networks; Role-Play Educação: Métodos e técnicas de ensino Ensino de História; Twitter; Redes sociais; Jogo de papéis |
topic |
Educación: Métodos y técnicas de enseñanza Enseñanza de Historia; Twitter; Redes sociales; Juego de roles Education: Teaching methods and techniques History teaching; Twitter; Social Networks; Role-Play Educação: Métodos e técnicas de ensino Ensino de História; Twitter; Redes sociais; Jogo de papéis |
description |
Introduction: There are difficulties in understanding historical time. It is necessary that students stop seeing historic events in a one-dimensional way and see them by means of the actor's tale instead. How can teachers achieve that students do so by developing empathy? Can one use current technology in order to “play” the past? This research summarizes a class project that organized a game using role-play via Twitter, called “Twitting for independence” in a course in History taking Teaching for Understanding (TfU) as reference framework. The objective was to comprehend the position of the actors of Latin-American independence and build empathy regarding their roles. Method: It was evaluated the level of perception and comprehension of the students concerning the development of empathy promoted by this activity, as well as their satisfaction with this, applying a open questionnaire in order to measure their learning, as well as closed questions and scales to measure their empathy and satisfaction level. The questionnaire was applied to 72 young high school students. Results: Students learnt that in order to understand a historic event it had to be seen from the actors' different points of view. They reached good levels of understanding of the role each actor played in achieving Latin American Independence and indicated that the activity largely contributed to developing their empathy. Conclusions: The social network Twitter can be used to develop historical character role-plays and reinforce the comprehension of History as an ensemble of tales produced by actors with different roles and positions around it. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-12-31 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares estudio cuantitativo; estudio cualitativo Avaliado pelos pares estudo quantitativo; estudo qualitativo quantitative study; qualitative study |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufpr.br/atoz/article/view/43596 10.5380/atoz.v4i2.43596 |
url |
https://revistas.ufpr.br/atoz/article/view/43596 |
identifier_str_mv |
10.5380/atoz.v4i2.43596 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.ufpr.br/atoz/article/view/43596/26969 https://revistas.ufpr.br/atoz/article/view/43596/27204 https://revistas.ufpr.br/atoz/article/view/43596/27168 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html application/epub+zip application/pdf |
dc.coverage.none.fl_str_mv |
Institución educativa - estudiantes de bachillerato College high school students Universidade estudantes de bacharelado |
dc.publisher.none.fl_str_mv |
Programa de Pós-graduação em Gestão da Informação - UFPR |
publisher.none.fl_str_mv |
Programa de Pós-graduação em Gestão da Informação - UFPR |
dc.source.none.fl_str_mv |
AtoZ: novas práticas em informação e conhecimento; v. 4, n. 2 (2015): jul./dez.; 74-83 AtoZ: novas práticas em informação e conhecimento; v. 4, n. 2 (2015): jul./dez.; 74-83 AtoZ: novas práticas em informação e conhecimento; v. 4, n. 2 (2015): jul./dez.; 74-83 2237-826X 10.5380/atoz.v4i2 reponame:AtoZ (Curitiba) instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
AtoZ (Curitiba) |
collection |
AtoZ (Curitiba) |
repository.name.fl_str_mv |
AtoZ (Curitiba) - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
||revistaatoz@ufpr.br|| contatoatoz@gmail.com |
_version_ |
1809276794990231552 |