The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers
Abstract
:1. Introduction
2. Methods
2.1. Participants
2.2. Instrument
2.3. Design and Procedure
2.4. Data Analysis
3. Results
3.1. Quantitative Descriptive Study
3.2. Inferential Quantitative Study
3.3. Qualitative Study
Knowing the historic past, analyzing historic events to learn about the success and not to repeat mistakes(E34-Primary4[1]-15/16)
The main end-purpose would be to know world history with its great conflicts thinking about the reasons and the consequences, in such a way that, when you know your history, you’re not condemned to repeat it(E25-Primaria4[2]-15/16)
Those contents that are picked up with the intention of social progress [which] we are capable of reflecting upon so as not to repeat the mistakes of the past(E78-Primary4[2]-16/17)
The end-purpose of History is to understand the present through knowledge of past events and their evolution. This will avoid committing the same mistakes in the future […](E152-Primary4[3]-16/17)
The social end-purpose and the most important objective is that the students always know how to improve as people, taking as an example what has happened in the past(E 181-Primary 4[1]-17/18)
Sensitivity to children with the education of 21st century and guidance to improve that education taking into account all the mistakes made in History(E203-Primary4[1]-17/18)
The primary objective would be that students know the passage of the different economic and political historical events until passing on to the current ones, and that they understand and properly construct the historical contents of the curriculum of the study unit(E65-Primary4[1]-15/16)
Students must understand the events that have marked the History of our past and its societies, so that they can understand current history and behave as good citizens(E44-Primary4[2]-15/16)
Explain where we came from (characteristics, stages…). Recognize differences between stages. Study regional communities, provinces, capitals, rivers… of Spain. Describe political, economic, social, and cultural characteristics of Spain(E121-Primary4[2]-16/17)
Know the most important facts of History, above all, in Spain, and the stages through which we have passed throughout our time(E198-Primaria4-[3]17/18)
To construct your identity as a citizen from various perspectives: the individual, the collective, and globally, in order to conduct ourselves properly in the diversity of the current world, respecting the rest and knowing that we also should be respected(E13-Primary4[1]-15/16)
To train active citizens with a commitment towards an inclusive society. To train critical people capable of relating what happened before with what is happening now and not only learn it without any discussion(E5-Primary4[2]-15/16)
Education directed towards the edification of democratic and free people, with social, human, and civic values. People who respect rights and obligations, as well as the identities of the other; people who respect and tolerate plurality and globality. In addition, History teaching should be based on developing the capabilities of students, in order to […] understand geographic, sociological, and historic aspects and, by doing so, they can interpret the reality in which they live and they can intervene in it(E90-Primary 4[2]-16/17)
Education for citizenship with critical thought, knowledge of Human Rights and of social problems, so that solutions may be put forward(E142-Primary4[1]-16/17)
To develop the critical capability [of the student] and to promote an active consciousness. To promote an inclusive democratic society, where no differentiations exist between classes and where the whole world has the same rights and opportunities, whether men or women(E170-Primary4[2]-17/18)
To prepare the student as an active citizen in society, educating for democratic and inclusive citizenship, in which Human Rights are respected, as well as having a critical capacity [for the analysis] of social events(E169-Primary4[3]-17/18)
4. Discussion and Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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EpHT Questionnaire and Scale | |
---|---|
Sociodemographic characteristics | |
Sex | |
Age | |
Degree course | |
c.1 | Values the frequency with which current social problems have been covered on the Degree course. |
c.2 | The social problems have to be explicitly included in the curricular area of Primary Education Social Sciences. |
c.3 | What level of importance do you attach to the didactic treatment of social problems in Primary Education? |
EpHT (End-purposes of History teaching) | |
c.4-1 | Help students to construct their own view of people and things (critical capacities of social analysis). |
c.4-2 | Awaken and develop (critical and creative) social thought in children. |
c.4-3 | Educate for social intervention and transformation in a process of continuous improvement of democratic life. |
c.4-4 | Encourage learning, from a critical and reflexive point of view with the capacity for social comprehension and analysis. |
c.4-5 | Educate for the practice of democratic socialization, training students so that they can and wish to participate in the problems of social reality. |
c.4-6 | Socialize students for their adaptation to the society in which they live. |
c.4-7 | Know the past for the construction of national identities (History as magistra vitae). |
c.4-8 | Obey the rules and norms established by the society in which the students live. |
Open question | |
c.5 | According to your criteria and the training on the Degree Course, what social end-purpose and what objectives would have to be selected for the teaching of History in Primary Education at school? Give your reasons? |
End-Purposes of History Teaching (EpHT) | Component | ||
---|---|---|---|
1 | 2 | ||
c.4-1 | Help students to construct their own view of people and things (critical capacity for social analysis) | 0.960 | |
c.4-2 | Awaken and develop (critical and creative) social thought of the child | 0.958 | |
c.4-3 | Educate for social intervention and transformation in a continuous process of improvement of democratic life | 0.956 | |
c.4-4 | From a critical and reflexive point of view, promote learning of capabilities and understanding of social analysis | 0.942 | |
c.4-5 | Educate for the practice of democratic socialization, training students so that they can and wish to participate in the problems of social reality | 0.910 | |
c.4-6 | Socialize students for their adaptation to the society in which they live | 0.979 | |
c.4-7 | Know the past (History as magistra vitae) | 0.964 | |
c.4-8 | Obey the rules and the norms established by the society in which the student lives | 0.958 |
Variable | N | M | SD |
---|---|---|---|
c.1 | 232 | 7.1 | 1.20 |
c.2 | 232 | 6.7 | 1.16 |
c.3 | 232 | 6.9 | 1.74 |
c.4-1 | 232 | 7.5 | 1.30 |
c.4-2 | 232 | 8.1 | 0.63 |
c.4-3 | 232 | 8.1 | 0.59 |
c.4-4 | 232 | 9.0 | 0.51 |
c.4-5 | 232 | 8.1 | 0.69 |
c.4-6 | 232 | 7.4 | 1.04 |
c.4-7 | 232 | 7.3 | 1.03 |
c.4-8 | 232 | 7.2 | 1.06 |
I | J | I-J | Std. Error | Sig. | Interval of Confidence at 95% | |
---|---|---|---|---|---|---|
Lower Limit | Upper Limit | |||||
1 | 2 | −0.210 | 0.102 | 0.121 | −0.46 | 0.04 |
3 | 0.081 | 0.173 | 0.897 | −0.35 | 0.51 | |
2 | 1 | 0.210 | 0.102 | 0.121 | −0.04 | 0.46 |
3 | 0.291 | 0.172 | 0.240 | −0.13 | 0.71 | |
3 | 1 | −0.081 | 0.173 | 0.897 | −0.51 | 0.35 |
2 | −0.291 | 0.172 | 0.240 | −0.71 | 0.13 |
Sex | Total | ||||
---|---|---|---|---|---|
Men | Women | ||||
Curricular inclusion of social problems | Low-positive necessity (5.00–5.90) | f. | 38 | 33 | 71 |
% | 39.2% | 24.4% | 30.6% | ||
Medium-positive necessity (6.00–7.90) | f. | 47 | 71 | 118 | |
% | 48.5% | 52.6% | 50.9% | ||
High-positive necessity (8.00–8.99) | f. | 9 | 29 | 38 | |
% | 9.3% | 21.5% | 16.4% | ||
Very high-positive necessity (9.00–10.00) | f. | 3 | 2 | 5 | |
% | 3.1% | 1.5% | 2.2% | ||
Total | f. | 97 | 135 | 232 | |
% | 100.0% | 100.0% | 100.0% |
Age Groups | Total | |||||
---|---|---|---|---|---|---|
1 | 2 | 3 | ||||
Curricular inclusion of social problems | Low-positive necessity (5.00–5.90) | f. | 38 | 24 | 9 | 71 |
% | 38.4% | 21.6% | 40.9% | 30.6% | ||
Medium-positive necessity (6.00–7.90) | f. | 42 | 66 | 10 | 118 | |
% | 42.4% | 59.5% | 45.5% | 50.9% | ||
High-positive necessity (8.00–8.99) | f. | 19 | 16 | 3 | 38 | |
% | 19.2% | 14.4% | 13.6% | 16.4% | ||
Very high-positive necessity (9.00–10.00) | f. | 0 | 5 | 0 | 5 | |
% | 0.0% | 4.5% | 0.0% | 2.2% | ||
Total | f. | 99 | 111 | 22 | 232 | |
% | 100.0% | 100.0% | 100.0% | 100.0% |
r | P | t | P | β | η2p | |
---|---|---|---|---|---|---|
c.1. Frequency | 0.556 | 0.000 ** | 3.922 | 0.000 | 0.173 | 0.063 |
c.3. Importance | 0.811 | 0.000 ** | 16.267 | 0.000 | 0.719 | 0.536 |
c.1. Frequency. CV (sex*age) | 3.382 | 0.001 | 0.147 | |||
c.3. Importance. CV (sex*age) | 14.068 | 0.000 | 0.687 |
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Ortega-Sánchez, D.; Pagès Blanch, J. The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers. Soc. Sci. 2020, 9, 9. https://doi.org/10.3390/socsci9020009
Ortega-Sánchez D, Pagès Blanch J. The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers. Social Sciences. 2020; 9(2):9. https://doi.org/10.3390/socsci9020009
Chicago/Turabian StyleOrtega-Sánchez, Delfín, and Joan Pagès Blanch. 2020. "The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers" Social Sciences 9, no. 2: 9. https://doi.org/10.3390/socsci9020009
APA StyleOrtega-Sánchez, D., & Pagès Blanch, J. (2020). The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers. Social Sciences, 9(2), 9. https://doi.org/10.3390/socsci9020009