The construction of historical knowledge about local heritage: comparison between epistemological theories and competences of students
Supporting Agencies
- Fundación Séneca, Agencia de Ciencia y Tecnología de la Región de Murcia, por el contrato predoctoral (19811/FPI/15) y sus sucesivas ayudas a estancias en centros de investigación externos, de los que disfrutó la primera autora
- Fondos Nacionales portugueses a través de la FCT – Fundação para a Ciência e a Tecnologia, en el ámbito del proyecto UIDB/04059/2020.
Abstract
In the framework of the defence of history teaching based on historical thinking, more attention has apparently been focused on the application of competences than on the epistemological dimension. Under this premise, in this study we aimed at comparing the epistemological theories of Portuguese students with the level of competence demonstrated by the same pupils. We conducted a mixed-model study involving 43 Portuguese students aged 13-14, using two data collection instruments and combining the analysis of quantitative and qualitative information. The results show epistemological theories with higher scores than the application of competences, which are also presented as unrelated. We conclude that there is a need to systematise broader models of historical thinking and a mixed work on epistemological theories and the application of competences in the lessons.
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