Nuevos desafíos en la enseñanza de la historia
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Sección Historia. Instituto Superior de Profesorado N°3. Villa Constitución, Argentina.
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El trabajo presenta estrategias didácticas orientadas a guiar a los alumnos en la reelaboración de sus esquemas conceptuales, pre-científicos, hacia otros más complejos y jerárquicamente estructurados. Para ello, se señala el beneficio de trabajar con ejes conceptuales que articulen temas significativos, a partir de la caracterización de intereses, objetivos y proyectos de los diferentes agentes históricos, mostrándose, además, el provecho de presentarlos a través de diagramas conceptuales. Al final, dos trabajos realizados con alumnos de 6º grado de EGB ilustran lo expuesto.
This paper introduces various didactic strategies aimed at guiding students intheir remake of conceptual schemas, which are pre-scientfic, towards others that are more complex and hierarchically structured, thus, more scientific. Therefore, the benefit of working along conceptual axes that articulate significant topics based on the description of interests, goals and projects of different historic agents, in order to build up hierarchical conceptual structures and relationships. Besides, this work presents the benefit of introducing structures and relationships through conceptual diagrams to make them more explicit. Finally, two classroom activities showing those strategies, carried out with 6th grade primary school students, are described.
This paper introduces various didactic strategies aimed at guiding students intheir remake of conceptual schemas, which are pre-scientfic, towards others that are more complex and hierarchically structured, thus, more scientific. Therefore, the benefit of working along conceptual axes that articulate significant topics based on the description of interests, goals and projects of different historic agents, in order to build up hierarchical conceptual structures and relationships. Besides, this work presents the benefit of introducing structures and relationships through conceptual diagrams to make them more explicit. Finally, two classroom activities showing those strategies, carried out with 6th grade primary school students, are described.
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