The Levels of Historical Awareness and Treatment of Controversial Issues in Digital Environments: A Case Study of Future Spanish Secondary School Teachers
Year 2023,
Volume: 10 Issue: 4, 218 - 236, 01.07.2023
The aim of this research is to determine, on the one hand, the levels of historical awareness of future Spanish secondary school teachers (n = 61) in social networks and/or virtual environments. On the other hand, it aims to approach the representations of the past-present-future constructed by future teachers in these spaces, and to interpret the relationships between their levels of historical awareness and their interaction with controversial issues based on their own social narratives (n = 169). This study follows a qualitative-deductive approach to test the theoretical transferability of Rüsen's levels of historical consciousness to the specific context of a Spanish university. The results obtained show mostly exemplary and critical levels of historical awareness, with little variation between the dimensions analysed (global pandemic by COVID-19 and public health; historical memory, national identities, migratory crises, and exclusionary identities; sex-gender identities and exclusionary identities). Consequently, it can be concluded that working on controversial issues generated in virtual environments in teacher training could mean a potential improvement in the acquisition of third-order concepts, such as historical awareness, allowing future teachers to successfully address issues and situations of social life in the classroom in a transversal and transversal way. interdisciplinary way.
This article has been funded by the project 'Education for the future and hope in democracy. Rethinking social science education in times of change (EpF+ED)' (PID2019-107383RB-100) [Ministry of Science and Innovation, Government of Spain].
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Carpenter, J.P., Morrison, S.A, Craft, M., & Lee, M. (2020). How and why are educators using Instagram?. Teaching and Teacher Education, 96, 103-149. doi: 10.1016/j.tate.2020.103149
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Edling, S., Löfström, J. Agudo, B., & Ammert, N. (2021). Mapping moral consciousness in research on historical consciousness and education-a summative content analysis of 512 research articles published between 1980 and 2020. Journal of Curriculum Studies, 1-19. doi: 10.1080/00220272.2021.1970817
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Landis J.R., & Koch G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
León, O., & Montero, I. (1997). Diseño de investigaciones [Research Design]. Madrid: McGraw-Hill.
Lévesque, S. (2017). History as a ‘GPS’: On the uses of historical narrative for French Canadian students’ life orientation an identity. London Review of Education, 15(2), 227-242. doi: 10.18546/LRE.15.2.07
Löfström, J., Ammert, N., Edling, S., & Agudo, B. (2021). Advances in ethics education in the history classroom: after intersections of moral and historical consciousness. International Journal of Ethics Education, 6, 239-252. doi: 10.1007/s40889-020-00116-w
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Matos, J. S. (2017). Ensino de História e aprendizagem histórica: diálogos com Paulo Freire [History teaching and historical learning: dialogues with Paulo Freire]. REMEA- Revista Electronica do Mestrado em Educação Ambiental [REMEA- Electronic Journal of the Master in Environmental Education], 212-224. doi: 10.14295/remea.v0i0.6902
Miguel-Revilla, D. (2019). El desarrollo del pensamiento histórico a través del uso de entornos digitales de aprendizaje en la enseñanza de la historia reciente [The development of historical thought through the use of digital learning environments in the teaching of recent history]. [PhD Thesis, University of Valladolid, Spain]. Retrieved from https://bit.ly/3yCa2PS
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Ortega-Sánchez, D., & Barba, C. (2021). Building Historical Narratives about Controversial Issues on Twitter: An Analysis of Digital Literacy Levels in Secondary School Students. In U. Kayapinar (Ed.), Teacher Education - New Perspectives (pp. 1-13). IntechOpen. doi: 10.5772/intechopen.95972
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Year 2023,
Volume: 10 Issue: 4, 218 - 236, 01.07.2023
Alvén, F. (2021). Opening or closing Pandora’s Box? -Third-order concepts in history education for powerful knowledge. El Futuro del Pasado [The Future of the Past] 12, 245-263. doi: 10.14201/fdp202112245263
Angier, K. (2017). In search of historical consciousness: An investigation into young South Africans’ knowledge and understanding of ‘their’ national histories. London Review of Education, 15(2), 155-173. doi: 10.18546/LRE.15.2.03
Barca, I. (2013). Conciencia histórica: pasado y presente en la perspectiva de los jóvenes en Portugal [Historical awareness: past and present from the perspective of young people in Portugal]. Clío & Asociados, la historia enseñada [Clío & Associates, the story taught] 1(17), 16-26. doi: 10.14409/cya.v1i17.4170
Bauman, S., Perry, V.M., & Wachs, S. (2021). The rising threat of cyberhate for young people around the globe. En M. F. Wright, & L. B. Schiamberg (Eds.), Child and Adolescent Online Risk Exposure (pp. 149-175). Academic Press. doi: 10.1016/B978-0-12-817499-9.00008-9
Birkner, T., & Donk, A. (2020). Collective memory and social media: Fostering a new historical consciousness in the digital age? Memory studies, 13(4), 367–383. doi: 10.1177/1750698017750012
Carpenter, J.P., Morrison, S.A, Craft, M., & Lee, M. (2020). How and why are educators using Instagram?. Teaching and Teacher Education, 96, 103-149. doi: 10.1016/j.tate.2020.103149
Carroll, K., & Littlejohn, K. (2021). Re-thinking historical consciousness in a pandemic: From commemoration to contestability. The Curriculum Journal, 1-16. doi: 10.1002/curj.143
Cassar, C., Oosterheert, I., & Paulien C. M. (2021). The classroom in turmoil: teachers perspective on unplanned controversial issues in the classroom. Teachers and teaching, 656-671. doi: 10.1080/13540602.2021.1986694
Castano-Pulgarin, S. A., Suarez-Betancur, N., Vega, L.M., & Lopez, H. M. (2021). Internet, social media and online hate speech. Systematic review. Aggression and violent behavior, 58, 101608. doi: 10.1016/j.avb.2021.101608
Cavalcante, M. D. Leite, D.B., & Pinheiro, E. D. (2021). A interpretação de texto e a consciência histórica no ensino-aprendizagem da história [Text interpretation and historical awareness in the teaching-learning of history]. Revista contamporânea de educaçao [Contemporary Education Journal], 16(35), 52-72. doi: 10.20500/rce.v16i35.28579
Chen, Y., Sherren, K., Smit, M., & Lee, K. Y. (2021). Using social media images as data in social science research. New Media & Society. doi: 10.1177/14614448211038761
Clark, A., & Grever, M. (2018). Historical Consciousness: Conceptualizations and Educational Applications. In S. A. Metzger, & L. McArthur (Eds.), The Wiley International Handbook of History Teaching and Learning (pp. 177–201). John Willey & Sons. doi: 10.1002/9781119100812.ch7
Creswell, J. W. (2014). Research design. Qualitative, quantitative and mixed methods approaches. London, UK: SAGE.
Edling, S., Löfström, J. Agudo, B., & Ammert, N. (2021). Mapping moral consciousness in research on historical consciousness and education-a summative content analysis of 512 research articles published between 1980 and 2020. Journal of Curriculum Studies, 1-19. doi: 10.1080/00220272.2021.1970817
Fleiss, J. L., Levin, B., & Paik, M. C. (2003). Statistical Methods for Rates and Proportions (3rd ed.). New Jersey, USA: Wiley & Sons.
Fronza, M. (2020). Consciência histórica, consciência moral em relação com a natureza para uma didática humanista da História em Jörn Rüsen [Historical awareness, moral awareness in relation to nature for a humanist didactics of History in Jörn Rüsen]. Metis-Historia e Cultura [Metis-History and Culture], 19(38), 81-97. Retrieved from http://www.ucs.br/etc/revistas/index.php/metis/article/view/9989
Gonçalves, N.G., & Urban, A.C. (2021). Teaching practice in history in times of pandemic: perceptions of students. Educaçâo em Revista, 36. doi: 10.1590/0102-469832626
Grever, M., & Adriaansen, R.J. (2019). Historical consciousness: the enigma of different paradigms. Journal of Curriculum Studies 51(6), 814-830. doi: 10.1080/00220272.2019.1652937
Körber, A. (2015). Historical consciousness, historical competencies -and beyond? Some conceptual development within German history didactics. PeDOCS. Deutsches Institut für Internationale Pädagogische Forschung (DIPF), 1-57. Retrieved from https://bit.ly/3MiLOy6
Kuckartz U. (2014). Qualitative Text Analysis: A Guide to Methods, Practice and Using Software. London, UK: SAGE.
Landis J.R., & Koch G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
León, O., & Montero, I. (1997). Diseño de investigaciones [Research Design]. Madrid: McGraw-Hill.
Lévesque, S. (2017). History as a ‘GPS’: On the uses of historical narrative for French Canadian students’ life orientation an identity. London Review of Education, 15(2), 227-242. doi: 10.18546/LRE.15.2.07
Löfström, J., Ammert, N., Edling, S., & Agudo, B. (2021). Advances in ethics education in the history classroom: after intersections of moral and historical consciousness. International Journal of Ethics Education, 6, 239-252. doi: 10.1007/s40889-020-00116-w
Lovink, G. (2019). Tristes por diseño. Las redes sociales como ideología [Sad by design. Social networks as an ideology]. Bilbao, Spain: Consonni.
Martins, E. de R. (2019). História, historiografia e pesquisa em educação histórica [History, historiography and research in history education]. Metodologia da pesquisa em Educação Histórica [Research methodology in History Education], 35(74), 17-33. doi: 10.1590/0104-4060.63035
Matakos, A., Terzi, E., & Tsaparas, P. (2017). Measuring and moderating opinion polarization in social networks. Data Min Knowl Disc, 31, 1480-1505. doi: 10.1007/s10618-017-0527-9
Matos, J. S. (2017). Ensino de História e aprendizagem histórica: diálogos com Paulo Freire [History teaching and historical learning: dialogues with Paulo Freire]. REMEA- Revista Electronica do Mestrado em Educação Ambiental [REMEA- Electronic Journal of the Master in Environmental Education], 212-224. doi: 10.14295/remea.v0i0.6902
Miguel-Revilla, D. (2019). El desarrollo del pensamiento histórico a través del uso de entornos digitales de aprendizaje en la enseñanza de la historia reciente [The development of historical thought through the use of digital learning environments in the teaching of recent history]. [PhD Thesis, University of Valladolid, Spain]. Retrieved from https://bit.ly/3yCa2PS
Miguel-Revilla, D., & Sánchez Agustí, M. (2018b). Modelos de conciencia histórica en el alumnado de Educación Secundaria: tradición, simbología y contextualización en torno a los restos del franquismo [Models of historical awareness in Secondary Education students: tradition, symbology and contextualization around the remains of Francoism]. Panta Rei. Revista Digital de Ciencia y Didáctica de la Historia [Panta Rei. Digital Journal of Science and Didactics of History], 12(2018), 119-142. doi: 10.6018/pantarei/2018/6
Miguel-Revilla, D., & Sánchez-Agustí, M. (2018a). Conciencia histórica y memoria colectiva: marcos de análisis para la educación histórica [Historical consciousness and collective memory: analysis frameworks for historical education]. Revista de Estudios Sociales [Social Studies Journal], 65, 113-125. doi: 10.7440/res65.2018.10
Morozov, E. (2018). Capitalismo Big Tech. ¿Welfare o neofeudalismo digital? [Big Tech Capitalism. Welfare or digital neofeudalism?]. Madrid, Spain: Enclave de Libros.
Nordgren, K. (2016). How to do things with History: Use of History as a link between historical consciousness and historical culture. Theory & Research in Social Education, 44(4), 479-504. doi: 10.1080/00933104.2016.1211046
Nordgren, K. (2019). Boundaries of historical consciousness: a Western cultural achievement or an anthropological universal? Journal of Curriculum Studies, 51(6), 779-797. doi: 10.1080/00220272.2019.1652938
Ortega-Sánchez, D., & Barba, C. (2021). Building Historical Narratives about Controversial Issues on Twitter: An Analysis of Digital Literacy Levels in Secondary School Students. In U. Kayapinar (Ed.), Teacher Education - New Perspectives (pp. 1-13). IntechOpen. doi: 10.5772/intechopen.95972
Ortega-Sánchez, D., & Pagès, J. (2018). Construcción de identidades de género en la enseñanza de la historia escolar: un estudio a partir de las narrativas históricas de los futuros y futuras docentes de educación primaria [Construction of gender identities in the teaching of school history: a study based on the historical narratives of future primary school teachers]. In E. López, C. R. García, & M. Sánchez (Eds.), Buscando formas de enseñar: Investigar para Innovar en didáctica de las Ciencias Sociales [Looking for ways to teach: Investigate to Innovate in Social Sciences didactics] (pp. 89-99). Valladolid, Spain: University of Valladolid – AUPDCS.
Ortega-Sánchez, D., & Pagès, 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. doi: 10.3390/socsci9020009
Ortega-Sánchez, D., & Pagès, J. (2022). Enseñar temas controvertidos en Ciencias Sociales: actitudes y prácticas del profesorado de Educación Secundaria [Teaching controversial issues in Social Sciences: attitudes and practices of Secondary Education teachers]. In J.C. Bel, J.C. Colomer, & N. de Alba (Eds.), Repensar el currículum de Ciencias Sociales: prácticas educativas para una ciudadanía crítica [Rethinking the Social Sciences curriculum: educational practices for critical citizenship] (pp. 1163-1190). Valencia, Spain: Tirant Lo Blanch.
Ortega-Sánchez, D., & Rodríguez-Lestegás, F. (2017). Enseñanza de la historia, identidades culturales y conciencia iberoamericana en los libros de texto españoles para educación primaria [Teaching of history, cultural identities and Ibero-American consciousness in Spanish textbooks for primary education]. Historia y Memoria de la Educación [History and Memory of Education], 6, 279-318. doi: 10.5944/hme.6.2017.17131
Ortega-Sánchez, D., Pagès, J., Ibáñez, J., de la Cal, E., & de la Fuente-Anuncibay, R. (2021). Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers. International Journal of Environmental Research and Public Health, 18(8), 4055. doi: 10.3390/ijerph18084055
Pagès, J. (2019). Enseñar historia, educar la temporalidad, formar para el futuro [Teaching history, educating temporality, training for the future]. El Futuro del Pasado [The Future of the Past], 10, 19–56. doi: 10.14516/fdp.2019.010.001.001
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