Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' Argumentation
<p class="AbstractText">This paper makes a reflection on the assessment of historical thinking in compulsory education. First, the article reflects on the type of knowledge that is being evaluated (memory or understanding). According to current thinking, assessment should meet the te...
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doaj-bd0854624ca542c7a73a2dee940d33822020-11-24T22:57:09ZengUniversity of AlicanteJournal of New Approaches in Educational Research2254-73392016-07-015213013610.7821/naer.2016.7.17280Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' ArgumentationCosme J. Gómez Carrasco0Pedro Miralles Martínez1Department of Mathematics and Social Sciences Education, University of Murcia, SpainDepartment of Mathematics and Social Sciences Education, University of Murcia, Spain<p class="AbstractText">This paper makes a reflection on the assessment of historical thinking in compulsory education. First, the article reflects on the type of knowledge that is being evaluated (memory or understanding). According to current thinking, assessment should meet the teaching aims set out by the teacher, it should be another means of monitoring and improving students' learning, of correcting mistakes made during the process and of taking relevant decisions. Secondly, there will be an analysis of the cognitive model of learning history proposed by international studies. The application of educational competences to assessment processes needs to be adjusted to the epistemological, pedagogical and cognitive fundaments of each subject. Finally, the article will make some proposals for evaluation, firstly by using methods of inquiry, problem-based learning and related teaching strategies, in addition to the use of tools to assess more complex skills of historical thinking with students´argumentation. Historical thinking requires a variety of assessment tools that are able to capture the different capacities of the students in their interpretation of the past and their historical skills.</p>http://naerjournal.ua.es/article/view/172HISTORY EDUCATIONASSESSMENTEXPERIENTIAL LEARNINGTEACHING METHODSTEACHING STRATEGIES |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Cosme J. Gómez Carrasco Pedro Miralles Martínez |
spellingShingle |
Cosme J. Gómez Carrasco Pedro Miralles Martínez Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' Argumentation Journal of New Approaches in Educational Research HISTORY EDUCATION ASSESSMENT EXPERIENTIAL LEARNING TEACHING METHODS TEACHING STRATEGIES |
author_facet |
Cosme J. Gómez Carrasco Pedro Miralles Martínez |
author_sort |
Cosme J. Gómez Carrasco |
title |
Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' Argumentation |
title_short |
Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' Argumentation |
title_full |
Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' Argumentation |
title_fullStr |
Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' Argumentation |
title_full_unstemmed |
Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' Argumentation |
title_sort |
historical skills in compulsory education: assessment, inquiry based strategies and students' argumentation |
publisher |
University of Alicante |
series |
Journal of New Approaches in Educational Research |
issn |
2254-7339 |
publishDate |
2016-07-01 |
description |
<p class="AbstractText">This paper makes a reflection on the assessment of historical thinking in compulsory education. First, the article reflects on the type of knowledge that is being evaluated (memory or understanding). According to current thinking, assessment should meet the teaching aims set out by the teacher, it should be another means of monitoring and improving students' learning, of correcting mistakes made during the process and of taking relevant decisions. Secondly, there will be an analysis of the cognitive model of learning history proposed by international studies. The application of educational competences to assessment processes needs to be adjusted to the epistemological, pedagogical and cognitive fundaments of each subject. Finally, the article will make some proposals for evaluation, firstly by using methods of inquiry, problem-based learning and related teaching strategies, in addition to the use of tools to assess more complex skills of historical thinking with students´argumentation. Historical thinking requires a variety of assessment tools that are able to capture the different capacities of the students in their interpretation of the past and their historical skills.</p> |
topic |
HISTORY EDUCATION ASSESSMENT EXPERIENTIAL LEARNING TEACHING METHODS TEACHING STRATEGIES |
url |
http://naerjournal.ua.es/article/view/172 |
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