Key competences and the transfer of social knowledge: Perceptions of secondary school pupils

Abstract

The aim of this work is to find out the perception that students in 4th year compulsory secondary education have of the teaching of key competences, as well as the possibility these have of being transferred to a real, everyday situation, according to what they have learned in the subject of Geography and History. For this, an intentional sample was configured in which more than 1400 subjects from 4th year of secondary education (in Spain) have participated, with a level of significance of 0.05 using a scale—original and unpublished—called (EPECOCISO—Evaluation of the Perception of Social Science Competences). It is a quantitative descriptive study in which—through an exploratory factorial analysis—factors 1, 2, and 3 have been selected for the realization of a descriptive study. Subsequently, correlation between factors has been established through the Pearson test and between the different variables that make up each one of them with the socio‐demographic variables (distinguishing between ordinal and nominal variables), through the chi‐square independence test and Cramerʹs V test (nominal) and the linearity test and Goodmanʹs and Kruskalʹs Gamma test (ordinal). Finally, it can be concluded that a methodology based and organized around the development of critical thinking facilitates the acquisition of contents and competences, as well as allowing students to detect the possibility of transferring them and putting them into practice in a real situation that can be presented.