Comprendiendo el quehacer histórico desde la revolución francesa y la práctica como docente
Historical analysis is a skill that is beginning to be developed from the institutions of basic and secondary education. However, despite its importance, it represents a considerable challenge for students seeking to develop this skill. The objective of this research is to develop a pedagogical prop...
- Autores:
-
Espitia Palacios, Daniel Felipe
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/53037
- Acceso en línea:
- http://hdl.handle.net/1992/53037
- Palabra clave:
- Educación secundaria
Pedagogía
Prácticas de la enseñanza
Estrategias de aprendizaje
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | Historical analysis is a skill that is beginning to be developed from the institutions of basic and secondary education. However, despite its importance, it represents a considerable challenge for students seeking to develop this skill. The objective of this research is to develop a pedagogical proposal based on Teaching for Understanding that allows students to develop argumentative capacities around a specific historical event, in this case, the French Revolution. To do this, different analysis criteria of causal explanation were taken into account and an own method is proposed that allows us to synthesize the different positions analyzed in order to optimize the performance of the students. |
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