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Approaches to the teaching and learning of history imply a series of changes and improvements which are adapted to the new epistemological and disciplinary contexts. This calls for a oroposal of transformations in teaching approaches and methodological strategies in order to bring them more into line with the current model of history education. The research methodology employed was quantitative with a non-experimental design based on a Likert-type questionnaire.
For the analysis of the data, a structural equation model was used based on exploratory and confirmatory factor analyses. The results indicate that the teachers surveyed identify three whta approaches in accordance with the theoretical approach underlying the research. Specifically, a traditional approach based on the memorisation of content; an intermediate model in which there is interaction between teachers and students, through strategies such as discussion, and a third focused on students and the development of historical and critical thinking.
These results have important implications for the initial and on-going training what is history research proposal teachers, especially in terms of content. The identification of teaching models is a complex but useful task as it enables the characterisation of teaching profiles and makes it possible for comparison both on a national what is history research proposal and between countries.
One of the most significant lines of research on an international level has been that developed by Trigwell and Prosser based on interviews carried out with teachers and a questionnaire known as the Approaches to Teaching Inventory What is history research proposal Trigwell et al. Its results have shown that there are different configurations deriving from the combination of the different conceptions which teachers may have in relation to their aims and their teaching methodology.
Therefore, for the first of the variables, four approaches were identified, whereas in relation to methodology three were defined. From the combination what does the word associate mean in math these four different conceptions what is history research proposal teaching and the three methodological approaches, five different teaching approaches have been established by these authors, which can be grouped into three large what is history research proposal or ways of teaching.
In the first model, the role of the teacher is greater, as the importance lies in the transmission of contents, that is, in the amount of knowledge that the student knows, while the methodology employed by the teacher is not so significant. In this case, students take on a passive role, restricted to receiving and memorising the knowledge transmitted by teachers, thus a one-way relationship is established.
The most commonly employed methodological strategy is the master class and the main resources used are the textbook and class notes. In addition, a final examination of the learning contents is generally set Galvis, ; Castejón et al. On the other hand, there is the student-centred teaching model, which is different from the former model in is being sassy good or bad thing the intention of the teacher is to bring about a conceptual change and the intellectual growth of the student.
The ultimate aim of this model is that students learn the contents by questioning and reflecting on them. The teaching strategies employed are active and are based on research. Unlike the previous model, what is history research proposal fosters competitiveness and individualism, this approach favours interaction and cooperation between the individuals who form part of the teaching and learning how does gene linkage work and prioritises continuous assessment Vermunt and Verloop, ; Kember and Kwan, ; Trigwell et al.
Finally, there is a third intermediate model which would be based on teacher-student interaction. It should be noted that there is a hierarchical relationship between the different approaches, such that each includes elements of the previous one. First of all, Monroy et al. To achieve this, they applied the ATI questionnaire and a list of cross-cutting skills for wha degrees of five branches of knowledge.
From the changes in the study plans, stimulated by the inclusion of skills, the need was highlighted to advance towards the creation of methodological strategies, which would flow into a teaching approach focused on the student Soler et al. This transition towards a model which fosters more active participation on the part of the student can also be observed in some of the research carried out in Latin America, such as the studies on teaching profiles conducted by Resrarch and, more recently, the study carried out by Yunga et al.
The main results of this study highlighted that these teachers were divided into three groups according to their teaching style. The most numerous group presented a teaching approach focused on the student Quite opposite results were obtained in Malaysia how to tell if a graph is a linear function the application of the ATI questionnaire in higher education. In this case, the research determined that the model based on the transmission of information was prevalent Goh et al.
A similar circumstance has been observed in Turkey following the use of the ATI tool by university teachers from 31 different faculties, where the results showed that in undergraduate degrees, the prevailing teaching approach is focused on the teacher, whereas, at postgraduate level, teachers adopt a teaching approach centred on the student Aksoy et al. Furthermore, the results of this study demonstrated that associate lecturers presented a teaching approach more focused on the student, in comparison with senior lecturers, and a negative and weak relationship was highlighted between seniority and the teacher-centred approach.
In Spain, the identification of teaching approaches associated to the field of social science teaching has traditionally been explained by the characteristics of the education curriculum Carretero et al. In the present day, the latter model is that which is aspired to in all levels of education as the guarantee of a skills-based teaching meaning of impact strength in tamil. Some of the causes that influence the predominance prolosal a teacher-centred approach to teaching are, firstly, curricula that include very extensive minimum content.
Secondly, assessment understood as the reproduction of content also favours the excessive use of memorisation as a teaching strategy. Finally, there is still an overuse of textbooks and expository strategy by teachers who teach history Sobejano and Torres, ; Valls and López, ; López and Valls, ; Carretero and Van Alphen, ; Colomer et al. However, an increasing number of teachers in Spain are in favour of a teaching model in which the student acquires a greater role through the implementation of innovative resources heritage, written and oral sources, new technologies and of educational strategies predator prey relationship in the ocean encourage the active participation of students in the teaching and learning process project-based learning, gamification, flipped classroom Olmos, ; Gómez et al.
This methodological change is accompanied by ways of grouping students which promote peer tutoring, collaborative and cooperative work and give value to a series of skills hiatory make it possible to work resezrch social and civic skills. Furthermore, to this can be added the fact that the implementation of these methods requires students researc carry out more complex tasks on a cognitive level than the mere reproduction of contents, to the extent that they promote the creation what is history research proposal new contents based on what is pdf file mean formulation of hypotheses, searching for and analysing information, the contrasting of sources, and debate.
The rapid growth in Spanish universities of the field of social sciences teaching, both in terms what is history research proposal teaching and research in whxt last two decades has, resaerch a doubt, contributed to the desire for a change in educational model Miralles proposao al. All of prolosal has led to the formation of critical and reflexive people, who are so necessary in facing the changing and global reality of the what is history research proposal century.
Therefore, it is important to be aware of the progress of the incorporation of a skills-based teaching of the social sciences and of a student-centred model in all levels of education. For this reason, it is necessary to analyse the teaching profiles of teachers of history, geography and the history of art. The items of this tool have been formulated what is history research proposal the identification of three possible history teaching models.
This research is non-experimental and quantitative in approach and has been carried out via a questionnaire with a Likert-type scale by means of an ex post facto study Ato et al. Designs employing questionnaires and surveys are extremely common in the field of education as they can be applied to a multitude of problems and make it possible to collect information about how to calculate correlation coefficient in graphpad large number of variables Sapsford and Jupp, The study is based on a convenience sample consisting of in-service teachers.
Of these, The age ranges of whzt participants can be observed in Table 2. This is an additive scale with an ordinal level Namakforoosh,which can also be called a summative scale, given that the score of the interviewed subject what is history research proposal the sum of the scores obtained for each item Guil, In this case, the decision was taken to include five response options, following the recommendations of authors such as Bisquerra and Pérez-Escoda and Matas The questionnaire has an identification part and three thematic blocks.
This research focuses on the validation of the first thematic block through structural equation modelling. The 20 items in this block of the questionnaire have been designed with the following the three teaching models mentioned above. The first model T corresponds to a more traditional model centred on the teacher. The second model Whqt is essentially focused propowal the student and is based on strategies which promote the development of skills oriented towards the creation of contents and eesearch development of historical thinking among students.
The third pedagogical approach model I is related with a teaching approach guided by the teacher but in which interaction takes place between the teacher and the students in order to achieve learning Trigwell et al. The questionnaire was validated by four experts, three of them from the area of Didactics of Social Sciences at three different universities, and with extensive experience in primary and secondary education. The expert validators filled in a questionnaire with a Likert scale of 1—4.
Only those items were left out of the questionnaire that were above three on average by the validators. In addition, all items were modified in a qualitative way. After the validation of the questionnaire by what is logic in sociology experts, the questionnaire was translated into English and submitted for validation to the Ethics Committee of the University of Murcia. The exploratory and confirmatory factor analyses were carried out with Mplus 7.
In the phase of the exploratory analysis, analyses of the reliability and validity of the construct were carried out. The first test resulted in an alpha index of 0. The composite reliability index offered a value of 0. In order to identify the construct validity, an exploratory factor analysis was carried out, which determined the dimensions of the questionnaire.
These dimensions were then verified via a structural equation model SEM. Last of all, following the recommendations of Hayduk et al. These tests demonstrated that there was a good fit of the constructs of the questionnaire and the theoretical structure. This procedure validation, ethics committee certification, data collection and analysis has been carried out in the last 18 mo. First of all, an exploratory factor analysis was carried out in order to identify the validity of the construct and to identify the dimensions included in the first set of the questionnaire related with the teaching approaches.
The KMO test and the Bartlett test offered a value of 0. Table 3 shows how the items were distributed based on the standardised loadings pattern matrix based on the correlation matrix. In the first component, the item which received the highest value bistory item 4 In the teaching of history, what is most important is to present students with extremely complete informationreearch to what is history research proposal learning based on the transmission of knowledge model T.
In the second component, the item with the highest score was item nistory In class, I plan and encourage debate and discussionrepresenting a strategy which encourages the active participation of the students and the understanding of historical contents via the historu of ideas in the classroom model I. Finally, in the third component, the item with the highest value was item 19 The prposal what is history research proposal this subject should help students to question their own understanding of history and, in consequence, has the aim of fostering historical thinking among students model S.
Subsequently, a structural equation model SEM was made to validate the theoretical structure of the first set of the questionnaire, based on the three components identified via the exploratory factor analysis. In order to do so, the covariance matrix derived from the variables observed was compared with the covariance matrix reproduced by the model. When contrasting the hypotheses, it was observed that, in the case of factor 1, the DWLS estimator had a statistic of This would imply that reearch model does not have a good fit with the data.
It should be highlighted that reseaarch result is preliminary as this statistic is extremely sensitive to minimal differences and the final decision will also be based on the calculation of other fit indices. In Figure 1the definition of the structural equation model can be observed, in which the double-headed arrows represent the covariances between the latent variables ellipseshow to stop expecting in a relationship the single-headed arrows symbolise the influence each latent variable constructs exert on their respective observed variables items.
Last of all, the double-headed arrows which appear above the squares items show the error associated to each observed variable. The relationships proposap the latent and observed variables can be interpreted as coefficients of a multiple regression, showing the influence of each construct on its items in such a way that if the latent factor increases by one unit, the items increase according to the weight of their coefficients. Consequently, in factor 1, the items which contribute most are 11, what is history research proposal and 3, while those which contribute least are 6 and what is genetic testing during pregnancy Then, measurements of fit were carried out.
The result obtained of the TLI value is 0. Therefore, the coefficients provide a good fit. Therefore, the coefficient provides a fit which is close to good. The analyses carried out on the items of factor 2 indicate that the DWLS estimator has a statistic of 3. This would imply that what is history research proposal model has a good fit with the data.
In Figure 2the structural equation model for the items of factor 2 can be observed, in which the items which contribute most what is history research proposal 8, 5 and 13, whereas those which contribute least are 14 and 3. With regard to the incremental fit indices, the TLI prroposal is 1. Thus, the coefficients provide an extremely good fit. Therefore, the coefficient provides an excellent fit. In the case of factor 3, when the contrast of hypotheses is applied, it can be observed that the DWLS estimator has a statistic of 8.
However, as with the other two factors, the fit indices have also been calculated.
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habГa una falta
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