The failure in the teaching of history in Catalonia and inclusionary elements in primary school

Authors

  • Joan Santacana Mestre Departament de Didàctica de les Ciències Socials. Universitat de Barcelona
  • Tània Martínez Gil Departament de Didàctica de les Ciències Socials. Universitat de Barcelona
  • Neus Sallés Tenas Departament de Didàctica de les Ciències Socials. Universitat de Barcelona

Keywords:

Meaningful learning, history, indicators, resources, learning strategies.

Abstract

Although history is present in the school curricula, it is not considered in the comprehensive evaluations carried out by the main national and supranational entities. This lack of evaluation shows the role that history plays in society and prevents determination of the state of history education in Catalonia. In this connection, we present a research study which was aimed to analyse the reception of historical narratives among young Catalans in order to determine the degree to which our educational system transmits historical knowledge. On the basis of our results, we analyse the problems of the failure in teaching and we reflect on strategies that could act as inclusionary elements in primary school. In this regard, we look at the use of stories and historical biographies as major tools for learning history, analysing the theories behind them and the advantages they provide.

Keywords: Meaningful learning, history, indicators, resources, learning strategies.

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Author Biographies

Joan Santacana Mestre, Departament de Didàctica de les Ciències Socials. Universitat de Barcelona

Tània Martínez Gil, Departament de Didàctica de les Ciències Socials. Universitat de Barcelona

Neus Sallés Tenas, Departament de Didàctica de les Ciències Socials. Universitat de Barcelona

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How to Cite

Mestre, J. S., Martínez Gil, T., & Sallés Tenas, N. (2017). The failure in the teaching of history in Catalonia and inclusionary elements in primary school. Revista Catalana De Pedagogia, 12, 199–221. Retrieved from https://revistes.iec.cat/index.php/RCP/article/view/144005

Issue

Vol. 12 (2017)

Section

Miscellaneous

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