History teaching at primary level and the construction of a national narrative. A study of exams and textbooks in Spain
The aim of this paper is to analyze History teaching at primary school level in Spain through daily class work (textbook activities) and the exams taken by pupils. Over 1,000 exam questions and almost 3,000 textbook activities by three publishers were analyzed in total, in six schools. The resulting...
| Autores: | ; ; |
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| Tipo de documento: | Artigo |
| Estado: | Published version |
| Data de publicação: | 2015 |
| País: | México |
| Recursos: | UNAM |
| Repositório: | Perfiles Educativos |
| Idioma: | Espanhol |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/53160 |
| Acesso em linha: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/53160 |
| Nível de acesso: | Acesso aberto |
| Palavra-chave: | History teaching Identity Textbooks Assessment Exams Enseñanza de la Historia Identidad Libros de texto Evaluación Exámenes |
| Resumo: | The aim of this paper is to analyze History teaching at primary school level in Spain through daily class work (textbook activities) and the exams taken by pupils. Over 1,000 exam questions and almost 3,000 textbook activities by three publishers were analyzed in total, in six schools. The resulting information was entered into an Access database for quantitative analysis (with subsequent encoding using the SPSS statistics package), and qualitative analysis based on textual analysis. The insistence observed in most exams and textbooks on particular historical content instills in students’ knowledge that is often biased, and mainly based on memorizing facts, concepts, and descriptions. |
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