Aportaciones de la psicología cognitiva y de la instrucción a la enseñanza de la Historia y las Ciencias sociales

Infancia y Aprendizaje (Impact Factor: 0.4). 04/1993; 62-63:153-167. DOI: 10.1080/02103702.1993.10822378
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This paper presents a general view of contributions from Cognitive and Instructional research to History and Social Sciences� teaching. First, we discuss some of the issues concerning the relationship between Psychology and Didactics. Then, a general view of research on Social Sciences and History learning is presented. This is followed by some comments on Piaget and Dewey�s pioneering work on this topic; and criticisms to Piagetian work carried out in the sixties and seventies are also discussed. Finally, the paper deals with the main research problems in this area of study: Understanding historical concepts, historical time and causality, and cognitive relativism. The instructional implications of this type of research are discussed in relation to some of the most important epistemological problems of present day history. Este artículo presenta una visión general de las aportaciones de la investigación cognitiva e instruccional al estudio de la enseñanza de la Historia y las Ciencias Sociales. En primer lugar se indican algunas de las relaciones entre Psicología y Didáctica. Posteriormente se incluye un panorama general de la investigación sobre la comprensión y aprendizaje de las Ciencias Sociales y la Historia. Se comentan algunos trabajos pioneros de Dewey y Piaget y se discuten las críticas que han recibido los trabajos piagetianos de los años sesenta y setenta sobre este tema. Por último, se discuten los principales problemas de esta área de investigación. Es decir, lo concerniente a la comprensión y aprendizaje de los conceptos, tiempo y casualidad histórica y al relativismo cognitivo. Las implicaciones instruccionales de este tipo de investigaciones son discutidas en relación con algunos de los más importantes problemas epistemológicos de la Historia en la actualidad

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Available from: Mario Carretero, Mar 18, 2014
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    • "Research has shown that we can obtain benefits from working with multiple texts (Jacott, López & Carretero, 1998; Perfetti, Britt & Georgi, 1995; Voss, Carretero, Kennet & Silfies, 1994). Such concurrent use of diverse sources of information allows students to replicate the working methods of expert historians and social scientists as they move from data collection to ordering, categorizing and interpreting the information at hand (Carretero & Limón, 1993). "
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    ABSTRACT: ABSTRACT This paper investigates the uses of various kinds of hypermedia format for history learning, which specifically emphasizes,on the role of causal reasoning about history accounts. Three different groups in the last school year of Secondary Education (aged 16) studied the same,materials about the Discovery of America in three different formats: (a) linear text in paper, (b) conventional hypertext with a content structure in network, and (c) hypergraphic,with an explicitly causal structure and guiding questions inserted in the causal connections. The results in this last group were better in almost every causal reasoning task, but no statistically significant differences were obtained. The design of graphic information and specific interrogations for causal reasoning in ahypergraphic format could exert some positive effects. However, this type of resources is not enough to succeed in implying ,students with little previous knowledge in self-explanation and ,review processes of their causal models about history accounts. Keywords Computer assisted learning, Cognition and technology, Hypergraphic, Causal reasoning, History education, Secondary education.
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    ABSTRACT: Este trabajo presenta una reflexión sobre lo que ha sido la enseñanza de la historia, a partir del positivismo, y la necesidad de reformar el tipo de docencia que la avala, proponiendo ciertos cambios sustentados en al­gunas teorías didácticas europeas contemporáneas que pugnan por modificar los objetivos y, por ende, la metodología aplicada en la ense­ñanza de la asignatura en el nivel medio superior; aborda, asimismo, la teoría del aprendizaje que permite al adolescente apropiarse del conoci­miento histórico
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