Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of Chile
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Anos 90 (Online) |
Texto Completo: | https://seer.ufrgs.br/index.php/anos90/article/view/111650 |
Resumo: | This article analyzes the historical narratives constructed by 115 high school students from a school in southern Chile, in order to evaluate the levels of development of historical thinking that they applied in the analysis of four pieces of evidence related to the history of Chile’s indigenous peoples (1850-2020). Content analysis was used to identify the first and second order knowledge of historical thinking and to explain, based on the typology proposed by Rüsen, the narrative model developed in the stories. It is concluded that most of the students have a weak historical training, since the study of their narratives indicates that 93,1% reach apprentice and intermediate level, that is, they have a superfluous knowledge of declarative contents or have a balanced articulation between these and one or two second-order learning. This profile coincides with the strong predominance of traditional narratives, where 84,4% of the students with an apprentice level elaborated narratives characterized by a superficial, descriptive historical discourse and lacking their own disciplinary epistemology. |
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Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of ChileEvaluación del pensamiento histórico de estudiantes de secundaria a través de la construcción de narrativas históricas sobre los pueblos originarios de ChileHistorical narrative. History laboratory. Historical thinking. Problem-based learning. Chile’s Indigenous PeoplesNarrativa históricaLaboratorio de historiaPensamiento históricoAprendizaje Basado en ProblemasPueblos originarios de Chile.This article analyzes the historical narratives constructed by 115 high school students from a school in southern Chile, in order to evaluate the levels of development of historical thinking that they applied in the analysis of four pieces of evidence related to the history of Chile’s indigenous peoples (1850-2020). Content analysis was used to identify the first and second order knowledge of historical thinking and to explain, based on the typology proposed by Rüsen, the narrative model developed in the stories. It is concluded that most of the students have a weak historical training, since the study of their narratives indicates that 93,1% reach apprentice and intermediate level, that is, they have a superfluous knowledge of declarative contents or have a balanced articulation between these and one or two second-order learning. This profile coincides with the strong predominance of traditional narratives, where 84,4% of the students with an apprentice level elaborated narratives characterized by a superficial, descriptive historical discourse and lacking their own disciplinary epistemology.En este artículo se analizan las narrativas históricas construidas por 115 alumnos de secundaria de un colegio del sur de Chile, con el fin de evaluar los niveles de desarrollo del pensamiento histórico que aplicaron en el análisis de cuatro evidencias relacionadas con la historia de los pueblos originarios de Chile (1850-2020). Se utilizó el análisis de contenido para identificar los conocimientos de primer y segundo orden del pensamiento histórico y explicar, a partir de la tipología propuesta por Rüsen, el modelo de narrativa desarrollado en los relatos. Se concluye que la mayor parte del alumnado tiene una formación histórica débil, ya que el estudio de sus narrativas indica que el 93,1% alcanza un nivel aprendiz e intermedio, es decir, posee un conocimiento superfluo de contenidos declarativos o cuenta con una articulación equilibrada entre estos y uno o dos aprendizajes de segundo orden. Este perfil coincide con el fuerte predominio de las narrativas tradicionales, donde el 84,4% de los estudiantes con nivel aprendiz elaboraron relatos caracterizados por un discurso histórico superficial, descriptivo y carente de una epistemología disciplinar propia.UFRGS2021-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufrgs.br/index.php/anos90/article/view/11165010.22456/1983-201X.111650Anos 90; Vol. 28 (2021); 1-18Anos 90; v. 28 (2021); 1-181983-201X0104-236Xreponame:Anos 90 (Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS-30spahttps://seer.ufrgs.br/index.php/anos90/article/view/111650/66483Copyright (c) 2022 Anos 90info:eu-repo/semantics/openAccessÁlvarez Sepúlveda, Humberto2022-02-27T23:04:41Zoai:seer.ufrgs.br:article/111650Revistahttps://seer.ufrgs.br/anos90PUBhttps://seer.ufrgs.br/anos90/oaianos90@ufrgs.br||1983-201X0104-236Xopendoar:2022-02-27T23:04:41Anos 90 (Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of Chile Evaluación del pensamiento histórico de estudiantes de secundaria a través de la construcción de narrativas históricas sobre los pueblos originarios de Chile |
title |
Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of Chile |
spellingShingle |
Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of Chile Álvarez Sepúlveda, Humberto Historical narrative. History laboratory. Historical thinking. Problem-based learning. Chile’s Indigenous Peoples Narrativa histórica Laboratorio de historia Pensamiento histórico Aprendizaje Basado en Problemas Pueblos originarios de Chile. |
title_short |
Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of Chile |
title_full |
Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of Chile |
title_fullStr |
Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of Chile |
title_full_unstemmed |
Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of Chile |
title_sort |
Evaluation of the historical thinking of high school students through the construction of historical narratives about the native peoples of Chile |
author |
Álvarez Sepúlveda, Humberto |
author_facet |
Álvarez Sepúlveda, Humberto |
author_role |
author |
dc.contributor.author.fl_str_mv |
Álvarez Sepúlveda, Humberto |
dc.subject.por.fl_str_mv |
Historical narrative. History laboratory. Historical thinking. Problem-based learning. Chile’s Indigenous Peoples Narrativa histórica Laboratorio de historia Pensamiento histórico Aprendizaje Basado en Problemas Pueblos originarios de Chile. |
topic |
Historical narrative. History laboratory. Historical thinking. Problem-based learning. Chile’s Indigenous Peoples Narrativa histórica Laboratorio de historia Pensamiento histórico Aprendizaje Basado en Problemas Pueblos originarios de Chile. |
description |
This article analyzes the historical narratives constructed by 115 high school students from a school in southern Chile, in order to evaluate the levels of development of historical thinking that they applied in the analysis of four pieces of evidence related to the history of Chile’s indigenous peoples (1850-2020). Content analysis was used to identify the first and second order knowledge of historical thinking and to explain, based on the typology proposed by Rüsen, the narrative model developed in the stories. It is concluded that most of the students have a weak historical training, since the study of their narratives indicates that 93,1% reach apprentice and intermediate level, that is, they have a superfluous knowledge of declarative contents or have a balanced articulation between these and one or two second-order learning. This profile coincides with the strong predominance of traditional narratives, where 84,4% of the students with an apprentice level elaborated narratives characterized by a superficial, descriptive historical discourse and lacking their own disciplinary epistemology. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufrgs.br/index.php/anos90/article/view/111650 10.22456/1983-201X.111650 |
url |
https://seer.ufrgs.br/index.php/anos90/article/view/111650 |
identifier_str_mv |
10.22456/1983-201X.111650 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/anos90/article/view/111650/66483 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Anos 90 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Anos 90 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UFRGS |
publisher.none.fl_str_mv |
UFRGS |
dc.source.none.fl_str_mv |
Anos 90; Vol. 28 (2021); 1-18 Anos 90; v. 28 (2021); 1-18 1983-201X 0104-236X reponame:Anos 90 (Online) instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS-30 |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS-30 |
institution |
UFRGS-30 |
reponame_str |
Anos 90 (Online) |
collection |
Anos 90 (Online) |
repository.name.fl_str_mv |
Anos 90 (Online) - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
anos90@ufrgs.br|| |
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1797067838412816384 |