Representaciones del tiempo histórico en un grupo de adolescentes de una institución pública peruana
Date
2018-07-06
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Volume Title
Publisher
Pontificia Universidad Católica del Perú
Abstract
Una de las finalidades en la enseñanza de la Historia es contribuir a formar el pensamiento
histórico de los estudiantes que les permita representar el pasado, interpretar el mundo actual
y mejorar su gestión futura, como parte de la formación de la identidad cultural del individuo.
En este marco, el dominio del tiempo histórico es un requisito fundamental para comprender
y estructurar cualquier situación histórica. El objetivo de esta investigación fue describir las
características de las representaciones del tiempo histórico en un grupo de adolescentes del
último año de educación secundaria de una institución educativa pública de Lima. Para ello,
se adaptó un cuestionario con seis preguntas relacionadas con la definición de conceptos
históricos, cronología, causalidad y continuidad temporal. Participaron 29 estudiantes entre
los 15 y 17 años y se realizaron entrevistas a 5 de ellos. Los resultados sugieren que la
mayoría de los estudiantes presentan dificultades en resolver tareas relacionadas con la
definición de conceptos, ordenamiento cronológico de hechos históricos ficticios y reales.
Además, predominan explicaciones causales simples. La pregunta de continuidad temporal
fue la única que mayormente acertaron. Estos resultados reflejan la alta complejidad
cognositiva que implica el representar las tres nociones del tiempo histórico como una
estructura global e integrada. Se consideran las implicancias en la enseñanza de la historia a
nivel curricular, uso de estrategias en el aula y desarrollo del pensamiento formal.
Palabras clave: representación del tiempo histórico, pensamiento adolescente, institución
educativa pública.
One of the main purposes of teaching history is to contribute towards the formation of students’ historical thinking, which would allow them to represent the past, interpret the current world and to influence its future towards the formation of each individual’s cultural identity. In this framework, the knowledge of historical time is a fundamental requirement to understand any historical situation and to provide structure to its understanding. The goal of this research was to describe the features of historical time representations among a group of teenage students of a public school in Lima in their last year of high school. For this objective, a questionnaire was created with six questions related to the definition of historical concepts, chronology, interconnection and temporal continuity. A total of 29 students between the ages of 15 and 17 years old participated in the study. Follow up interviews were further conducted with some (5) students. The results suggest that the majority of students present difficulties in solving tasks related to the definition and to the chronological ordering of fictitious and real historical facts. Furthermore, simple contributory explanations prevail. The question on temporal continuity was the only one that was predominantly answered right. These results reflect high cognitive complexity, which implies representing the three notions of historical time as a global and integrated structure. The implications of history teaching, the curricular level, the use of classroom strategies and the development of formal thinking are considered in the results discussion.
One of the main purposes of teaching history is to contribute towards the formation of students’ historical thinking, which would allow them to represent the past, interpret the current world and to influence its future towards the formation of each individual’s cultural identity. In this framework, the knowledge of historical time is a fundamental requirement to understand any historical situation and to provide structure to its understanding. The goal of this research was to describe the features of historical time representations among a group of teenage students of a public school in Lima in their last year of high school. For this objective, a questionnaire was created with six questions related to the definition of historical concepts, chronology, interconnection and temporal continuity. A total of 29 students between the ages of 15 and 17 years old participated in the study. Follow up interviews were further conducted with some (5) students. The results suggest that the majority of students present difficulties in solving tasks related to the definition and to the chronological ordering of fictitious and real historical facts. Furthermore, simple contributory explanations prevail. The question on temporal continuity was the only one that was predominantly answered right. These results reflect high cognitive complexity, which implies representing the three notions of historical time as a global and integrated structure. The implications of history teaching, the curricular level, the use of classroom strategies and the development of formal thinking are considered in the results discussion.
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Keywords
Historia--Estudio y enseñanza (Secundaria), Historicismo, Educación secundaria--Investigaciones, Identidad (Psicología) en la adolescencia
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