This paper presents the results of a comparative study that seeks to identify conceptions of the importance of four types of formal content in history teaching (periods of history, cross-cutting themes in history, history of places, and national historical processes) among a group of Colombian (M = 764) and Spanish (N = 648) students in the last year of compulsory education in the cities of Bogotá and Murcia, respectively. A descriptive approach was followed based on a closed-ended questionnaire relating to historical consciousness, with item responses measured on a Likert scale. The results support the idea that the interest shown by students in the formal content proposed is an indicator that calls for a critical review of the structure and organization of history curricula in the two contexts studied.
CITATION STYLE
Martín, N. J. I., & Martínez, P. M. (2022). Historical Consciousness and Interest in History Among Colombian and Spanish Secondary School Students. Revista Electronica de Investigacion Educativa, 24. https://doi.org/10.24320/REDIE.2022.24.E18.3938
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