Accediendo al pasado: creencias epistémicas acerca de la Historia en futuros profesores de Ciencias Sociales || Accessing the Past: Epistemic Beliefs about History in Social Studies Pre-Service Teachers

  • Diego Miguel-Revilla Universidad de Valladolid
  • María Teresa Carril Universidad de Valladolid
  • María Sánchez-Agustí Universidad de Valladolid
Palabras clave: creencias epistémicas, enseñanza de la Historia, formación inicial del profesorado, creencias sobre la Historia, modelos cognitivos / epistemic beliefs, history teaching, initial teacher training, beliefs about history, cognitive models

Resumen

Las investigaciones publicadas en las últimas décadas indican que las concepciones epistémicas acerca de la Historia pueden influir de forma determinante en la manera en la que se aborda y trabaja el pasado en las aulas. Desde este punto de vista, resulta fundamental comprender de qué forma perciben la disciplina los futuros docentes, así como si su formación ha influido en sus percepciones y creencias sobre la materia. Estableciendo como hipótesis que la formación en Historia puede colaborar a desarrollar una concepción más compleja y coherente sobre este campo de conocimiento, el presente estudio realiza una comparación entre las creencias epistemológicas de profesores de Educación Primaria y Secundaria en formación. Esta investigación cuantitativa se centra en la traducción y aplicación del cuestionario BHQ (Beliefs about History Questionnaire), desarrollado por Maggioni y VanSledright, a una muestra de 177 participantes. Mediante la demarcación de tres posturas epistémicas diferenciadas (replicativa, selectista y criterialista), los resultados muestran que los futuros profesores de Secundaria manifiestan visiones más complejas y una preferencia significativamente más elevada que los de Primaria a favor de la postura criterialista, rechazando con mayor rotundidad las otras dos posiciones. De igual forma, el grado de consistencia de las respuestas de los profesores de Secundaria en formación es significativamente mayor que el encontrado entre los de Primaria. Se concluye que la educación recibida juega un importante papel a la hora de moldear las creencias epistémicas de los docentes y que, por tanto, éstas deben sufrir una mayor atención en la formación inicial del profesorado.

Abstract

Studies published in the last decades show that epistemic beliefs about history can strongly influence the way in which the past is approached and addressed in the classrooms. From this point of view, it is essential to understand how pre-service teachers perceive this discipline, as well as whether their academic background in history has influenced their perceptions and beliefs regarding this subject. By establishing the hypothesis that history education can help develop a more nuanced and coherent conception regarding this area of knowledge, this study makes a comparison between epistemological beliefs found in secondary and primary education trainee teachers. By making use of a quantitative approach, the present study presents a Spanish translation of the BHQ (Beliefs about History Questionnaire), developed by Maggioni and VanSledright, which has been applied to a total of 177 prospective teachers. After categorising the participants in three different stances (copier, borrower and criterialist), results show that pre-service secondary education teachers manifest significantly more intricate conceptions about history than their primary education counterparts, favouring a criterialist stance over the other two. At the same time, the consistency of the answers are shown to be significantly higher for secondary education trainee teachers. It can be concluded that historical education plays an important role in influencing teachers’ epistemic beliefs, and that, consequently, initial teacher training should help prospective teachers reflect on these issues by putting its focus on them.

Palabras clave

creencias epistémicas; enseñanza de la Historia; formación inicial del profesorado; creencias sobre la Historia; modelos cognitivos / epistemic beliefs; history teaching; initial teacher training; beliefs about history; cognitive models.

Citas

Barton, K. C., y Levstik, L. S. (2004). Teaching History for the Common Good. New Jersey: Lawrence Erlbaum Associates.

Carretero, M., y Bermúdez, Á. (2012). Constructing Histories. En J. Valsiner (Ed.), The Oxford Handbook of Culture and Psychology (pp. 625-648). New York: Oxford University Press.

Chapman, A. (2011). Historical Interpretations. En I. Davies (Ed.), Debates in History Teaching (pp. 96-108). London: Routledge.

Evans, R. W. (1990). Teacher Conceptions of History Revisited: Ideology, Curriculum, and Student Belief. Theory & Research in Social Education, 18(2), 101-138. Recuperado a partir de https://doi.org/10.1080/00933104.1990.10505608

Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher, 28(2), 16-25. Recuperado a partir de https://doi.org/https://doi.org/10.3102/0013189X028002016

Kuhn, D., Cheney, R., y Weinstock, M. (2000). The Development of Epistemological Understanding. Cognitive Development, 15(3), 309-328. Recuperado a partir de https://doi.org/10.1016/S0885-2014(00)00030-7

Lee, P. J. (2004). Understanding History. En P. Seixas (Ed.), Theorizing Historical Consciousness (pp. 129-164). Toronto: University of Toronto Press.

Lee, P. J., y Shemilt, D. (2003). A Scaffold, not a Cage: Progression and Progression Models in History. Teaching History, (113), 13-24.

Lee, P. J., y Shemilt, D. (2004). «I Just Wish We Could Go Back in the Past and Find out What Really Happened»: Progression in Understanding About Historical Accounts. Teaching History, (117), 25–31.

Levstik, L. S., y Barton, K. C. (2015). Doing History. Investigating with Children in Elementary and Middle Schools (5.a ed.). New York: Routledge.

Limón, M. (2002). Conceptual Change in History. En M. Limón & L. Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice (pp. 259-290). New York: Kluwer Academic Publishers.

Maggioni, L. (2010). Studying Epistemic Cognition in the History Classroom: Cases of Teaching and Learning to Think Historically. University of Maryland.

Maggioni, L., Alexander, P. A., y VanSledright, B. A. (2004). At the Crossroads: The Development of Epistemological Beliefs and Historical Thinking. European Journal of School Psychology, (2), 169-197.

Maggioni, L., VanSledright, B. A., y Alexander, P. A. (2009). Walking on the Borders: A Measure of Epistemic Cognition in History. The Journal of Experimental Education, 77(3), 187-214. Recuperado a partir de https://doi.org/10.3200/JEXE.77.3.187-214

Martens, M. (2015). Students’ Tacit Epistemology in Dealing With Conflicting Historical Narratives. En A. Chapman & A. Wilschut (Eds.), Joined-Up History: New Directions in History Education Research. Charlotte: Information Age Publishing.

Mason, L. (2002). Developing Epistemological Thinking to Foster Conceptual Change in Different Domains. En M. Limón & L. Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice (pp. 301-336). New York: Kluwer Academic Publishers.

O’Neill, D. K., Guloy, S., y Sensoy, Ö. (2014). Strengthening Methods for Assessing Students’ Metahistorical Conceptions: Initial Development of the Historical Account Differences Survey. The Social Studies, 105(1), 1-14. Recuperado a partir de https://doi.org/10.1080/00377996.2013.763524

Sáiz-Serrano, J., y López-Facal, R. (2015). Competencias y narrativas históricas: el pensamiento histórico de estudiantes y futuros profesores españoles de educación secundaria. Revista de Estudios Sociales, (52), 87-101. Recuperado a partir de https://doi.org/http://dx.doi.org/10.7440/res52.2015.06

Seixas, P., y Morton, T. (2012). The Big Six Historical Thinking Concepts. Toronto: Nelson.

Stoel, G. L., Van Drie, J., y Van Boxtel, C. (2016). The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students’ Ability to Reason Causally in History. Journal of Educational Psychology. Recuperado a partir de https://doi.org/http://dx.doi.org/10.1037/edu0000143

Stoel, G., Logtenberg, A., Wansink, B., Huijgen, T., Van Boxtel, C., y Van Drie, J. (2017). Measuring Epistemological Beliefs in History Education: An Exploration of Naïve and Nuanced Beliefs. International Journal of Educational Research, 83, 120-134. Recuperado a partir de https://doi.org/10.1016/j.ijer.2017.03.003

Van Drie, J., y Van Boxtel, C. (2008). Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning About the Past. Educational Psychology Review, (20), 87-110. Recuperado a partir de https://doi.org/10.1007/s10648-007-9056-1

VanSledright, B. A., y Maggioni, L. (2016). Epistemic Cognition in History. En J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of Epistemic Cognition (pp. 128-146). New York: Routledge.

VanSledright, B. A., Maggioni, L., y Reddy, K. (2011). Preparing Teachers to Teach Historical Thinking? The Interplay Between Professional Development Programs and School-Systems’ Cultures. En American Educational Research Association. New Orleans.

VanSledright, B. A., y Reddy, K. (2014). Changing Epistemic Beliefs? An Exploratory Study of Cognition Among Prospective History Teachers. Revista Tempo e Argumento, 6(11), 28-68. Recuperado a partir de https://doi.org/10.5965/2175180306112014028

Wansink, B. G. J., Akkerman, S. F., Vermunt, J. D., Haenen, J. P. P., y Wubbels, T. (2017). Epistemological Tensions in Prospective Dutch History Teachers’ Beliefs about the Objectives of Secondary Education. Journal of Social Studies Research, 41(1), 11-24. Recuperado a partir de https://doi.org/10.1016/j.jssr.2015.10.003

Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press.

Wineburg, S., y Wilson, S. M. (1988). Models of Wisdom in the Teaching of History. Phi Delta Kappan, 70(1), 50-58. Recuperado a partir de https://doi.org/10.2307/494699

Biografía del autor

Diego Miguel-Revilla, Universidad de Valladolid

Investigador Predoctoral en Formación Contratado FPI.

Departamento de Didáctica de las Ciencias Experimentales, Sociales y de la Matemática. Universidad de Valladolid.

María Teresa Carril, Universidad de Valladolid

Investigadora Predoctoral en Formación Contratada FPI.

Departamento de Didáctica de las Ciencias Experimentales, Sociales y de la Matemática. Universidad de Valladolid.

María Sánchez-Agustí, Universidad de Valladolid

Profesora Titular de Universidad.

Departamento de Didáctica de las Ciencias Experimentales, Sociales y de la Matemática. Universidad de Valladolid.

Publicado
2017-09-27
Sección
Artículos