Clio. History and History Teaching
type: channel
description: Published since 1998 and annually since 2003, the magazine Clío - History and History Teaching is edited by the Association "Proyecto Clío" (Valencia, Spain) and since 2020 in co-edition with the University of Zaragoza (Zaragoza, Spain) DOI: http://dx.doi.org/10.26754/ojs_clio/ License Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
publisher: Asociación Proyecto Clío y Universidad de Zaragoza
language: en
publication name: Clio. History and History Teaching
issn: 1139-6237
copyright: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Copyright remains the property of authors. Permission to reprint must be obtained from the authors and the contents of JoS cannot be copied for commercial purposes. JoS does, however, reserve the right to future reproduction of articles in hard copy, portable document format (.pdf), or HTML editions of JoS.
items: Local heritage to train citizens: a proposal for didactic innovation based on documentary sources
items: Teaching about the Holocaust in Latin America: a systematic review of the literature (2013-2022)
items: Historical memory and critical thinking: an innovative teaching and learning experience about Francoism in a 4th year secondary education classroom
items: Narrative thinking and historical knowledge: a case study in Early Childhood Education working on Prehistory
items: Historical characters and controversial pasts: analysis from the perspective of elementary school teachers in Mexico
items: Democratic memory and picturebooks at initial teacher training
items: The Retirada: design and evaluation of a teaching proposal for 1st year of Baccaulareate
items: Democratic memory recovery in the Ribeira Sacra: heritage education to overcome forgetting
items: Activist heritage education to promote social and civic competence in the initial training of Early Childhood and Primary Education teachers
items: Politics and Recent History on the net. What skills do students need to develop in the challenges of digital citizenship?
items: Portuguese Students' ideas about slavery and the slave trade from Africa to Brazil when dealing with textbook sources
items: Democratic Historical Memory and Personal Heritage: Appropriations of the Conflictive Past in the Narratives of Teachers in Training
items: Historical thought training in Bachelorship: opinions of first-year university students
items: Teachers and the development of historical thinking based on controversial topics: a look at Chilean History classrooms
items: Democratic memory and sites of memory in history teaching. Analysis of 4th year Secondary Compulsory Education History textbooks in the autonomous community of the Basque Country
items: Historical and democratic memory in the LOMLOE Primary Education curricula of the Spanish autonomous communities
items: A controversial topic, depopulation. Perceptions of Second Year ESO students in different socio-educational contexts: Rural/urban and Segovia/Madrid
items: Change and Continuity in the Concept of Beauty: A Proposal for Educating in Historical Thinking with the Museum
items: Review of “Educación histórica y museos. Actividades y situaciones de aprendizaje para el cumplimiento de derechos culturales” (Eds. C. J. Gómez, E. Lago y M. Rebollo)
items: Review of “Utilizing ICT for Didactics of Social and Experimental Sciences” (Eds. E. J. Delgado-Algarra y A. A. Lorca-Marín)
items: Review of “Challenges for democratic education. Tribute to Jesús Estepa Giménez” (Coords. P. Rivero, P. L. Domínguez y M. A. Pallarés)
items: The teaching of the Spanish democratic transition: a comparison between high school textbooks (1979-1996)
items: Re-enactment and service-learning in the environment of the Spanish Civil War
items: The development of historical thinking through intangible cultural heritage.
items: The Power of Art: Exploring the Individual and Social Benefits of Cross-Curricular Art Inclusion, a Comparative Study of Spain and the United States
items: Historical thinking competencies in Swedish’ Gymnasieskolan and Spanish’ Bachillerato curricula
items: ¿Es la historia perdida historia olvidada? relevancia histórica y análisis del currículo oficial de la Educación Básica portuguesa
items: Towards Coeducational Competences in Early Childhood Education for teacher training from the Didactics of Social Sciences
items: Pedagogical principles for musealized heritage spaces in contexts with a pluricultural profile. The case of the Region Metropolitana of Chile.
items: Memory and representation of the expansion through East Asia and World War II in the majority-used history textbooks of Secondary Education in Japan: Documentary analysis

Local heritage to train citizens: a proposal for didactic innovation based on documentary sources
type: item
description: The new curriculum fosters an organization of Social Sciences from a thematic perspective, suitable for working from a transdisciplinary approach oriented towards new educational demands, and which helps to promote analytical thinking and the development of critical thinking. In this work, a didactic application aimed at Secondary Education has been developed which, from the local context, responds to this reality and need, addressing various contents of Social Sciences, especially those related to citizenship, while also working on various competencies that help understand the processes of cause and effect, change and continuity, or the complexity and diversity of our society.
subject: Miscelanea
  topic: section
subject: historical thinking
  topic: keywords
subject: documentary sources
  topic: keywords
subject: local heritage
  topic: keywords
subject: LOMLOE
  topic: keywords
subject: didactic innovation
  topic: keywords
subject: secondary education
  topic: keywords
creator: Patricia Suárez
rights: Copyright (c) 2024 Patricia Suárez https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 233
ending page: 258
doi: 10.26754/ojs_clio/clio.2024509534

Teaching about the Holocaust in Latin America: a systematic review of the literature (2013-2022)
type: item
description: The question “why teach about the Holocaust?” has received various answers, including the understanding of its context, nature, and purpose, as well as the promotion of diversity in pluralistic societies. Despite its curricular recognition and educational value, research output in the Hispanic-American region and Spain seems limited. From the perspective of the pedagogy of collective traumas, the present study aims to conduct a systematic review of the most recent contributions to Holocaust education from the countries defining both geographic contexts. Following the application of the PRISMA guidelines, the results obtained reveal that education for democratic citizenship and human rights is relegated to a didactic intent when treating Holocaust education as a controversial topic.
subject: Miscelanea
  topic: section
subject: Holocaust education
  topic: keywords
subject: historical education
  topic: keywords
subject: Spanish-speaking countries
  topic: keywords
subject: systematic literature review
  topic: keywords
creator: César Barba-Alonso
creator: Delfín Ortega-Sánchez
rights: Copyright (c) 2024 César Barba-Alonso, Delfín Ortega-Sánchez https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 259
ending page: 280
doi: 10.26754/ojs_clio/clio.2024509815

Historical memory and critical thinking: an innovative teaching and learning experience about Francoism in a 4th year secondary education classroom
type: item
description: This study presents a descriptive case study conducted in a 4th-year secondary school classroom exploring the issue of historical memory through geography and history, with a focus on the Francoist dictatorship. The didactic action aimed to transform textbook content and foster dialogue and reflection. Based on a qualitative methodology, the primary objective was to determine whether students could critically understand, internalise, and advocate for the historical period under study and subsequently apply this knowledge to other areas of learning. The findings reveal that: 1) students express interest in memory as an object of knowledge; 2) they attribute meaning and value to historical knowledge, thereby contributing to an education that fosters critical thinking; and 3) they develop civic awareness to critically position themselves in the present and envision the future.
subject: Monograph
  topic: section
subject: historical memory
  topic: keywords
subject: critical thinking
  topic: keywords
subject: civic awareness
  topic: keywords
subject: Francoism
  topic: keywords
subject: educational innovation
  topic: keywords
subject: compulsory secondary education
  topic: keywords
creator: Sergio Fernández Vázquez
creator: Tania Riveiro Rodríguez
creator: Andrés Domínguez Almansa
rights: Copyright (c) 2024 Sergio Fernández-Vázquez, Tania Riveiro-Rodríguez, Andrés Domínguez-Almansa https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 103
ending page: 126
doi: 10.26754/ojs_clio/clio.20245010476

Narrative thinking and historical knowledge: a case study in Early Childhood Education working on Prehistory
type: item
description: The study revolves around an educational experience in a school with ten preschool students (between five and six years old) in Asturias (Spain) and learning prehistory. Using a participatory, experiential and research-based methodology, we analyse their evolution in understanding the specific contents of the evolution of hominids and the development of their narrative thinking to reconstruct their discourse, with emphasis on temporal operators (sequencing/succession, simultaneity, duration/rhythm, temporal orientation, periodisation and, permanence, changes and consequences). For this purpose, qualitative research is carried out using participant observation during the teaching-learning process and the sequencing of images accompanied by interviews that capture embryonic capacities.
subject: Miscelanea
  topic: section
subject: teaching history
  topic: keywords
subject: preschool education
  topic: keywords
subject: narrative thinking
  topic: keywords
subject: historical knowledge
  topic: keywords
creator: Sara IAnson Gutiérrez
creator: Miguel Ángel Suárez Suárez
creator: Roser Calaf Masachs
rights: Copyright (c) 2024 Sara IAnson Gutiérrez, Miguel Ángel Suárez Suárez, Roser Calaf Masachs https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 281
ending page: 317
doi: 10.26754/ojs_clio/clio.20245010585

Historical characters and controversial pasts: analysis from the perspective of elementary school teachers in Mexico
type: item
description: This study explores the perceptions of 100 primary school teachers in Mexico regarding historical figures involved in key national events. Using a mixed-methods approach, data were collected through a questionnaire comprising both open- and closed-ended questions. The findings indicate that these figures were predominantly male and often linked to acts of violence. The article argues that addressing this violence, considered a socially acute question, could transform history teaching, both in the classroom and in the respective programmes. Such an approach would help students to construct nuanced interpretations of the past and present in Sonora, Mexico, and contribute to peacebuilding. The study further advocates for applying this approach to address other forms of violence.
subject: Monograph
  topic: section
subject: violence
  topic: keywords
subject: historical figures
  topic: keywords
subject: controversial past
  topic: keywords
subject: socially acute questions
  topic: keywords
subject: historical culture
  topic: keywords
subject: historical consciousness
  topic: keywords
creator: Anacary Guadalupe Castro Torres
creator: Paulina Latapí Escalante
creator: Rosendo Martínez Rodríguez
rights: Copyright (c) 2024 Anacary Guadalupe Castro Torres, Paulina Latapí Escalante, Rosendo Martínez Rodríguez https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 19
ending page: 41
doi: 10.26754/ojs_clio/clio.20245010715

Democratic memory and picturebooks at initial teacher training
type: item
description: This paper presents the GATAI project, an interdisciplinary educational innovation initiative developed in the third year of the Primary Education Degree at the University of the Basque Country (UPV/EHU). The project explores the use of controversial issues and picture books in teacher training. University students designed and delivered classroom sessions for primary school children, focused on reading and interpreting picture books that address democratic memory. These sessions were carried out across 25 primary school classes in four schools in Gipuzkoa. The findings highlight the considerable potential of these literary resources in addressing the topic of democratic memory in primary education, as well as their role in training future teachers to design didactic proposals using picture books in primary school settings.
subject: Monograph
  topic: section
subject: controversial issues
  topic: keywords
subject: democratic memory
  topic: keywords
subject: historical memory
  topic: keywords
subject: picturebooks
  topic: keywords
subject: teacher training
  topic: keywords
subject: elementary education
  topic: keywords
subject: literary education
  topic: keywords
creator: Úrsula Luna Velasco
creator: Amaia Serrano-Mariezkurrena
creator: Berta Echeberria Arquero
rights: Copyright (c) 2024 Ursula Luna , Amaia Serrano-Mariezkurrena, Berta Echeberria-Arquero https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 196
ending page: 210
doi: 10.26754/ojs_clio/clio.20245010748

The Retirada: design and evaluation of a teaching proposal for 1st year of Baccaulareate
type: item
description: The main objective of this study is to present and evaluate a teaching experience carried out in the 1st year of Baccalaureate on the topic of The Retreat, the Spanish exile in 1939 after the Civil War. To do so, the design of this experience is presented in the context of a Valencian secondary school, carried out in the school years 2022-2023 and 2023-2024, as well as the results of a survey carried out on the students participating in this field trip. This survey confirms the suitability of the activity from a methodological point of view (Erasmus mobility and teaching itinerary), as well as the learning aroused around exile and democratic memory.
subject: Miscelanea
  topic: section
subject: Exile
  topic: keywords
subject: Spanish civil war
  topic: keywords
subject: France
  topic: keywords
subject: The Retirada
  topic: keywords
subject: Place of memory
  topic: keywords
creator: Néstor Banderas Navarro
creator: Lara San Miguel Chover
creator: Adrián Pérez Reyes
creator: Juan Vicente Morales Pérez
rights: Copyright (c) 2024 Néstor Banderas Navarro, Lara San Miguel Chover, Adrián Pérez Reyes, Juan Vicente Morales Pérez https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 318
ending page: 346
doi: 10.26754/ojs_clio/clio.20245010788

Democratic memory recovery in the Ribeira Sacra: heritage education to overcome forgetting
type: item
description: Critical heritage education is a didactic approach that enables students to reconsider their relationship with heritage. It seeks to promote a sense of belonging, empathy, and respect for diverse perspectives, empowering students as agents of social change through the exercise of democratic citizenship. In this way, it encourages the questioning of dominant narratives and the recovery of democratic memory, giving voice to all those hidden stories subjected to forgetting. The present study aims to contribute to the healing of difficult pasts through a learning situation that employs active teaching methods and is carried out in high school classrooms in a rural educational school located in Ribeira Sacra, Ourense. The results shown in addition to reclaiming the democratic memory of the area, intergenerational dialogue was promoted and the development of critical thinking among the students was fostered.
subject: Miscelanea
  topic: section
subject: heritage
  topic: keywords
subject: critical thinking
  topic: keywords
subject: democratic memory
  topic: keywords
subject: Francoism
  topic: keywords
subject: active teaching and learning methods
  topic: keywords
creator: Laura Vázquez Rodríguez
creator: Belén Castro Fernández
rights: Copyright (c) 2024 Laura Vázquez Rodríguez, Belén Castro Fernández https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 347
ending page: 365
doi: 10.26754/ojs_clio/clio.20245010790

Activist heritage education to promote social and civic competence in the initial training of Early Childhood and Primary Education teachers
type: item
description: Activist heritage education creates spaces for the construction of engaged citizenship, fostering a sense of sociocultural belonging within the environment. This article presents several pedagogical initiatives implemented at the faculties of education at the Rovira i Virgili University and the University of Barcelona. These initiatives aim to raise awareness among future nursery and primary school teachers regarding gender perspective, co-education, and critical thinking. The authors conceptualise activist heritage education and offer guidelines for promoting individual, socio-collective, and intercultural awareness among students and educators, who are seen as part of an educational community that integrates heritage sites as participatory and co-creative spaces. The article concludes by emphasising the importance of heritage education that encourages civic activism, providing an alternative to static and iconic representations of cultural assets.
subject: Monograph
  topic: section
subject: teacher training
  topic: keywords
subject: activist heritage education
  topic: keywords
subject: gender perspective
  topic: keywords
subject: social and civic skills
  topic: keywords
subject: critical thinking
  topic: keywords
creator: Ilaria Bellatti
creator: Núria Gil Duran
rights: Copyright (c) 2024 Ilaria Bellatti, María Núria Gil-Durán https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 165
ending page: 195
doi: 10.26754/ojs_clio/clio.20245010791

Politics and Recent History on the net. What skills do students need to develop in the challenges of digital citizenship?
type: item
description: In the context of political mediatisation, where new skills are emerging to distinguish between true and false information in current information contexts such as social media, the teaching of history in schools faces significant challenges, which are particularly relevant given their implications for the quality of democracy. As lower-quality information circulates and tools to identify it become scarcer, it is highly likely that the quality of elections and citizen participation will be adversely affected. This research employs a qualitative methodology, analysing responses to the HATS Stanford questionnaire on fake news and politics. The sample consisted of 160 secondary school students from the third and fourth years in Chile. This study explores the skills necessary for navigating the new learning and participation environments in the digital world.
subject: Monograph
  topic: section
subject: digital citizenship
  topic: keywords
subject: citizen reasoning
  topic: keywords
subject: recent history
  topic: keywords
subject: teaching history
  topic: keywords
subject: students
  topic: keywords
creator: David Andres Aceituno Silva
rights: Copyright (c) 2024 David Andres Aceituno Silva https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 150
ending page: 164
doi: 10.26754/ojs_clio/clio.20245010794

Portuguese Students' ideas about slavery and the slave trade from Africa to Brazil when dealing with textbook sources
type: item
description: This exploratory study is part of a post-doctoral project investigating how Brazilian and Portuguese textbooks present slavery and the slavery trade, as well as how Portuguese students interpret these issues, particularly when they use the sources in their textbooks. A group of 8th-grade students (aged 13–14) from a school in northern Portugal was asked to reflect on the meaning of slavery and its potential consequences for Brazil and Portugal, drawing on evidence related to the slave trade and labour during the 16th century, as presented in their textbooks. The students’ responses were analysed inductively, and the findings are discussed in terms of (a) the specific analytical process employed and (b) the insights gained regarding the relationship between textbook representations and students’ perceptions, framed within the context of situated learning. This framework suggests that prior knowledge, personal experience, and the specific task at hand may influence students' ideas and outcomes.
subject: Monograph
  topic: section
subject: students’ historical ideas
  topic: keywords
subject: slavery and slave trade
  topic: keywords
subject: textbooks historical sources
  topic: keywords
subject: Africa, Brazil and Portugal
  topic: keywords
creator: Glória Solé
creator: Isabel Barca
creator: Ana Paula Squinelo
rights: Copyright (c) 2024 Glória Solé, Isabel Barca, Ana Paula Squinelo https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 42
ending page: 61
doi: 10.26754/ojs_clio/clio.20245010807

Democratic Historical Memory and Personal Heritage: Appropriations of the Conflictive Past in the Narratives of Teachers in Training
type: item
description: The aim of this study is to identify the connections and emotional attachments that students form with nearby heritage assets and to explore how these relationships can be used to test the potential of heritage education in fostering critical and democratic citizenship, with a particular focus on the role of memory (both historical and democratic) in their selections. In the context of an educational experience in the Primary Education Degree at the University of Granada, a group of students was asked to choose a personal heritage asset and construct a brief autobiographical narrative. The study adopts a qualitative, exploratory, and descriptive-interpretive approach. The findings indicate that a significant number of narratives are linked to conflicts and historically charged events, meaning that students integrate family memories, emotions, and connections into the broader context of historical and democratic memory.
subject: Monograph
  topic: section
subject: initial teacher training
  topic: keywords
subject: didactics of social sciences
  topic: keywords
subject: historical memory
  topic: keywords
subject: heritage
  topic: keywords
subject: heritage education
  topic: keywords
subject: citizenship education
  topic: keywords
creator: Antonio Tudela Sancho
creator: Carolina Alegre Benítez
rights: Copyright (c) 2024 Antonio Tudela Sancho, Carolina Alegre Benítez https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 211
ending page: 232
doi: 10.26754/ojs_clio/clio.20245010808

Historical thought training in Bachelorship: opinions of first-year university students
type: item
description: The aim of this paper is to analyse the perception that students in their first year of university have of the teaching of historical thinking skills in the baccalaureate. The study is based on the students' recollections of the historical thinking skills taught in high school history classes. The specific objectives are twofold. First, to find out how often they remember that historical thinking skills were taught in history classes. Second, to find out their opinion on the relevance of these skills for the teaching of history. The methodology used is quantitative, based on the analysis of measures of central tendency, using data extracted from a semi-structured questionnaire called CUPECH. The non-probabilistic sample is made up of 264 first-year students from the universities of Murcia, León, Granada and Valencia. For the students, the competence of identifying causes and consequences was the one they worked on most in History classes and the one they valued as the most relevant for the teaching of this discipline. On the other hand, the ethical dimension and the analysis and contrast of sources were the least worked on. It is therefore concluded that it is necessary to reinforce the work on historical competences at the Baccalaureate stage of education in order to improve pupils' historical thinking.
subject: Miscelanea
  topic: section
subject: Bachelorship
  topic: keywords
subject: history teaching
  topic: keywords
subject: historical thinking skills
  topic: keywords
subject: university students
  topic: keywords
creator: Raimundo Antonio Rodríguez Pérez
creator: Mª Carmen Sánchez Fuster
creator: Raquel Sánchez-Ibáñez
rights: Copyright (c) 2024 Raimundo Antonio Rodríguez Pérez, Mª Carmen Sánchez Fuster, RAQUEL SANCHEZ-IBAÑEZ https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 366
ending page: 380
doi: 10.26754/ojs_clio/clio.20245010816

Teachers and the development of historical thinking based on controversial topics: a look at Chilean History classrooms
type: item
description: This study presents preliminary findings from doctoral research on history teachers and their development of historical thinking. The primary objective was to characterise and analyse classroom practices that address the ethical dimension of historical thinking, particularly in relation to controversial topics such as the occupation of Araucanía. Using qualitative content analysis, eleven transcripts from first-year secondary school classes, taught by three history teachers, were examined. The findings indicate that, although teachers provide explanations that contextualise the historical period under study, they often fail to encourage the development of nuanced ethical judgments from a historical perspective regarding past actions.
subject: Monograph
  topic: section
subject: history teaching
  topic: keywords
subject: historical thinking
  topic: keywords
subject: controversial topics
  topic: keywords
subject: ethical dimensions of history
  topic: keywords
subject: curriculum
  topic: keywords
creator: Bastián Torres
creator: Carlos Muñoz Labraña
rights: Copyright (c) 2024 Bastián Torres, Carlos Muñoz Labraña https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 83
ending page: 102
doi: 10.26754/ojs_clio/clio.20245010818

Democratic memory and sites of memory in history teaching. Analysis of 4th year Secondary Compulsory Education History textbooks in the autonomous community of the Basque Country
type: item
description: The enactment of the Law of Democratic Memory (2022) has brought the issues of democratic memory and sites of memory to the forefront of many debates, underscoring their importance in history education. This development coincided with curricular reforms in the Autonomous Community of the Basque Country, designed to align with the LOMLOE (Organic Law Amending the Organic Law on Education, 2020). This study explores the incorporation of democratic memory and sites of memory in newly adopted history textbooks in the region, alongside their integration into competence-based approaches to teaching and learning. A comprehensive analysis of the activities in 4th-year compulsory secondary education history textbooks reveals that, while these materials convey a historical narrative outlining the establishment and consolidation of contemporary democracy, notable gaps remain in fostering both historical and civic competences. Despite introducing students to historical thinking skills and promoting discussions on the impact of recent history, the thematic and procedural content of the textbooks must be better aligned with proposed activities to effectively support competence-based education.
subject: Monograph
  topic: section
subject: historical memory
  topic: keywords
subject: democratic memory
  topic: keywords
subject: sites of memory
  topic: keywords
subject: citizenship competence
  topic: keywords
subject: history teaching
  topic: keywords
subject: historical thinking
  topic: keywords
subject: textbooks
  topic: keywords
subject: Basque Country
  topic: keywords
creator: Amaia Lamikiz Jauregiondo
creator: Ander Delgado Cendagortagalarza
rights: Copyright (c) 2024 Amaia Lamikiz Jauregiondo, Ander Delgado https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 62
ending page: 82
doi: 10.26754/ojs_clio/clio.20245010820

Historical and democratic memory in the LOMLOE Primary Education curricula of the Spanish autonomous communities
type: item
description: A significant innovation introduced by the LOMLOE (Organic Law Amending the Organic Law on Education) is the inclusion of democratic memory as a new dimension of citizenship education, aiming to enhance active citizen participation in public life. However, a study by Navarro-Medina, De Alba-Fernández and Pérez-Rodríguez (2023) identifies relevant omissions in the curriculum, including key concepts such as dictatorship, Francoism, totalitarian regime, persecution, exile and uprising. These gaps underscore the need to examine how Spain’s autonomous communities have interpreted the current education law. This research problem focuses on assessing the extent to which the political orientation of each community has influenced their interpretation of ministerial guidelines. To this end, we conduct a descriptive-interpretative analysis of the decrees regulating the primary education curriculum across the autonomous communities.
subject: Monograph
  topic: section
subject: historical memory
  topic: keywords
subject: democratic memory
  topic: keywords
subject: curriculum
  topic: keywords
subject: primary education
  topic: keywords
subject: autonomous communities.
  topic: keywords
creator: Carmen Rosa García-Ruiz
creator: Roberto García-Morís
rights: Copyright (c) 2024 Carmen Rosa García Ruiz, Roberto García-Morís https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 1
ending page: 18
doi: 10.26754/ojs_clio/clio.20245010825

A controversial topic, depopulation. Perceptions of Second Year ESO students in different socio-educational contexts: Rural/urban and Segovia/Madrid
type: item
description: This article presents the initial phase of a research project examining depopulation as a controversial topic from an interdisciplinary perspective, emphasising the role of history in understanding this issue. This phase involves a questionnaire designed to explore the perceptions of 2nd-year secondary school students regarding the study of history, its relevance to current issues, their views on depopulation, and their opinions on stereotypes. Three questions were analysed to identify perceptual differences between urban and rural students, as well as between schools based on their geographical location. Using a mixed-methods approach, the study identifies differences in perception among students from Segovia and Madrid, as well as between the schools.
subject: Monograph
  topic: section
subject: controversial topic
  topic: keywords
subject: depopulation
  topic: keywords
subject: student perception
  topic: keywords
subject: urban/rural differences
  topic: keywords
subject: history education
  topic: keywords
creator: Víctor Manuel Cabañero Martín
rights: Copyright (c) 2024 Víctor Manuel Cabañero Martín https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 127
ending page: 149
doi: 10.26754/ojs_clio/clio.20245010844

Change and Continuity in the Concept of Beauty: A Proposal for Educating in Historical Thinking with the Museum
type: item
description: This paper explores the potential of artistic evidence and museums in developing historical thinking competences among Secondary Education students. It reviews how and to what extent the Spanish curriculum addresses these two elements to teach historical thinking, and presents arguments, derived from Social Sciences Didactics and related fields, about the benefits of practically incorporating artistic collections into historical education. To exemplify a possible approach to working with meta-concepts such as change and continuity, a didactic proposal has been designed and contextualized at the Museo Pablo Gargallo (Zaragoza, España), which goal is to critically analyze how art has reflected, constructed or defied certain beauty standards throughout history.
subject: Miscelanea
  topic: section
subject: Secondary Education
  topic: keywords
subject: historical education
  topic: keywords
subject: meta-concepts
  topic: keywords
subject: art
  topic: keywords
subject: curriculum
  topic: keywords
subject: participatory research
  topic: keywords
creator: Ismael Piazuelo
creator: Alodia Rubio-Navarro
rights: Copyright (c) 2024 Ismael Piazuelo, Alodia Rubio-Navarro https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 381
ending page: 402
doi: 10.26754/ojs_clio/clio.20245010967

Review of “Educación histórica y museos. Actividades y situaciones de aprendizaje para el cumplimiento de derechos culturales” (Eds. C. J. Gómez, E. Lago y M. Rebollo)
type: item
subject: Review
  topic: section
creator: Amal Conesa Erragbaoui
rights: Copyright (c) 2024 Amal Conesa Erragbaoui https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 403
ending page: 407
doi: 10.26754/ojs_clio/clio.20245011206

Review of “Utilizing ICT for Didactics of Social and Experimental Sciences” (Eds. E. J. Delgado-Algarra y A. A. Lorca-Marín)
type: item
subject: Review
  topic: section
creator: José María Cuenca-López
rights: Copyright (c) 2024 José María Cuenca-López https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 413
ending page: 417
doi: 10.26754/ojs_clio/clio.20245011209

Review of “Challenges for democratic education. Tribute to Jesús Estepa Giménez” (Coords. P. Rivero, P. L. Domínguez y M. A. Pallarés)
type: item
subject: Review
  topic: section
creator: Isabel Merino González
rights: Copyright (c) 2024 Isabel Merino González https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-19
publication date: 2024-12-19
starting page: 408
ending page: 412
doi: 10.26754/ojs_clio/clio.20245011208

The teaching of the Spanish democratic transition: a comparison between high school textbooks (1979-1996)
type: item
description: From the History teaching the analysis of textbooks is one of the most deeply rooted lines of research in recent years, so this article analyzes the way in which the Democratic Transition has been taught, through high school textbooks corresponding to the subject of History of Spain, from different publishers, both confessional and secular.
subject: Miscelanea
  topic: section
subject: Textbooks
  topic: keywords
subject: Democratic transition
  topic: keywords
subject: learning
  topic: keywords
subject: didactics of History.
  topic: keywords
creator: José Luis Domínguez López
creator: José Ignacio Ortega Cervigón
rights: Copyright (c) 2023 José Luis Domínguez López, José Ignacio Ortega Cervigón https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 252
ending page: 268
doi: 10.26754/ojs_clio/clio.2023499552

Re-enactment and service-learning in the environment of the Spanish Civil War
type: item
description: Historical re-enactment is an emerging social practice in the knowledge society, and it helps us better understand aspects of the past and heritage. The knowledge gained through historical recreation contributes to the construction of quality citizenship. The deepening of democratic values requires that educational systems commit to the promotion of critical citizenship. Service-learning constructively develops experiences that connect science, education and society. Our research describes a systematized praxis of historical recreation. It has been developed by university students, and it has been carried out from the perspective of service-learning, in a manner consistent with the concepts of public history and public archaeology, to contribute to the promotion and defense of heritage history and the preservation of historical memory.
subject: Miscelanea
  topic: section
subject: Spanish civil war
  topic: keywords
subject: re-enactment
  topic: keywords
subject: service-learning
  topic: keywords
subject: Heritage
  topic: keywords
subject: historical memory
  topic: keywords
creator: Rafel Sospedra Roca
creator: Paula Jardón Giner
creator: Isabel Boj-Cullell
creator: Francesc Xavier Hernàndez-Cardona
rights: Copyright (c) 2023 Rafel Sospedra Roca, Paula Jardón Giner, Isabel Boj-Cullell, Francesc Xavier Hernàndez-Cardona https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 187
ending page: 208
doi: 10.26754/ojs_clio/clio.2023499521

The development of historical thinking through intangible cultural heritage.
type: item
description: Traditionally, heritage has been related to history education from a restrictive perspective that has left out a large part of heritage expressions, including those included in the field of intangible heritage. In this sense, this paper focuses on the relationship between intangible heritage and historical thinking in primary school teacher training. From the interpretative paradigm, 27 didactic proposals from a total of 54 students of Primary Education Degree have been analysed, with the aim of finding out their awareness of the use of intangible heritage to work on the concepts related to the development of historical thinking. According to the data collected, there is high recognition of intangible heritage to work on historical thinking in Primary Education.
subject: Monograph
  topic: section
subject: Intangible Heritage
  topic: keywords
subject: Historical Thinking
  topic: keywords
subject: Heritage Education
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Social Sciences
  topic: keywords
creator: Santiago Ponsoda López de Atalaya
creator: Ana Isabel Ponce Gea
creator: Helena Pinto
rights: Copyright (c) 2023 Santiago Ponsoda López de Atalaya, Ana Isabel Ponce Gea, Helena Pinto https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 38
ending page: 56
doi: 10.26754/ojs_clio/clio.2023499564

The Power of Art: Exploring the Individual and Social Benefits of Cross-Curricular Art Inclusion, a Comparative Study of Spain and the United States
type: item
description: In today's contemporary digital era, the constant creation and consumption of art and visual imagery have become pervasive. However, there remains a significant need for a deeper understanding of visual literacy. This investigative paper explores the positive impact of art education on students’ lives and addresses disparities within art offerings in Spain and the United States. It emphasizes the critical role of cross-curricular and transversal arts integration, urging policymakers and educational leaders to prioritize art education through enhanced policies, legislation, and resource allocation. The article also examines challenges in ensuring equitable access to art education and notes missed opportunities where developing visual literacy skills were not fully realized. The findings indicate the urgent need to incorporate art curriculum across disciplines to promote visual literacy skills. The paper concludes by providing suggestions for integrating art into core curriculum classes and advocates for increased support of equitable art education in schools. This research contributes to the ongoing discourse on the transformative potential of art education in today's digital landscape.
subject: Monograph
  topic: section
subject: Art education
  topic: keywords
subject: visual literacy
  topic: keywords
subject: art benefits
  topic: keywords
subject: art equity
  topic: keywords
subject: critical analysis
  topic: keywords
subject: K-12 curriculum
  topic: keywords
subject: Spain
  topic: keywords
subject: United States
  topic: keywords
subject: comparison
  topic: keywords
creator: Bonnie Gómez Torres
creator: Courtney N. Callahan
rights: Copyright (c) 2023 Bonnie Gómez Torres, Courtney N. Callahan https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 131
ending page: 156
doi: 10.26754/ojs_clio/clio.2023499740

Historical thinking competencies in Swedish’ Gymnasieskolan and Spanish’ Bachillerato curricula
type: item
description: The main target of this study is to make a comparative analysis between the presence or absence of historical thinking competencies in the official curricula of Gymnasieskola (Sweden) and Bachillerato (Spain). To reach this goal, a mixed instrument was designed, both qualitative and quantitative, to analyze the offical documents. The results show a great presence of “historical consciousness” in the case of Sweden and the use of historical sources and evidences in the case of Spain.
subject: Monograph
  topic: section
subject: Education
  topic: keywords
subject: history
  topic: keywords
subject: curriculum
  topic: keywords
subject: Social Sciences
  topic: keywords
subject: historical thinking
  topic: keywords
creator: Juan Ramón Moreno Vera
creator: Fredrik Alvén
rights: Copyright (c) 2023 Juan Ramón Moreno Vera, Fredrik Alvén https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 72
ending page: 87
doi: 10.26754/ojs_clio/clio.2023499541

¿Es la historia perdida historia olvidada? relevancia histórica y análisis del currículo oficial de la Educación Básica portuguesa
type: item
description: Este trabajo se centra en el curriculum oficial portugués relativo al componente de Historia para la Educación Básica, en particular en las ausencias que más destacan en él. Estas pueden estar relacionadas con los conocimientos sustantivos que no se incluyen en el enfoque recomendado o con las habilidades de pensamiento histórico que parecen haber sido olvidadas a la hora de estructurar un determinado itinerario de aprendizaje. Como principal consideración, podemos observar en esos textos curriculares (Aprendizajes Esenciales) una aparente simplificación genérica del relato histórico que se cuenta a los más jóvenes del mundo actual. La inevitable selección de ciertos conocimientos en detrimento de otros contribuye a ocultar una alfabetización histórica que podría alcanzar otros niveles. El proceso de enseñanza de la Historia, desde el inicio de la escolaridad obligatoria, debe orientarse hacia una educación ilustrada, democrática, intertemporal y ciudadana. La inexistencia de los contenidos considerados o de los razonamientos fomentados, a su vez, sólo compromete ese diseño.
subject: Monograph
  topic: section
subject: curriculum ausente
  topic: keywords
subject: Educación Histórica
  topic: keywords
subject: Historia
  topic: keywords
subject: Educación Básica
  topic: keywords
creator: Ana Isabel Moreira
creator: Pedro Duarte Pereira
rights: Copyright (c) 2023 Ana Isabel Moreira, Pedro Duarte Pereira https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 1
ending page: 14
doi: 10.26754/ojs_clio/clio.2023499522

Towards Coeducational Competences in Early Childhood Education for teacher training from the Didactics of Social Sciences
type: item
description: Coeducation implies rethinking the entire teaching-learning process, and requires a concrete framework for implementation and evaluation. We have normative development, resources, and materials on the subject; however, schools continue to reproduce sexism. The Didactics of Social Sciences includes the competences, knowledge, and optimal strategies for coeducation. Furthermore, the Early Childhood Education stage is key in the process of socialisation without gender biases. For all of the above reasons, this research analyses Royal Decree 95/2022, of 1 February, which establishes the organisation and minimum teaching requirements for Pre-school Education, in order to identify the extent to which the current educational reform guarantees a school practice free of sexism. It concludes with the seven basic co-educational competences from which to further develop the framework.
subject: Miscelanea
  topic: section
subject: Social Sciences Education
  topic: keywords
subject: Inclusive Education
  topic: keywords
subject: Preschool Teacher Education
  topic: keywords
subject: Social Competencies
  topic: keywords
subject: Social Sciences Teaching
  topic: keywords
subject: Instructional Programmes
  topic: keywords
creator: Laura Lucas Palacios
creator: Ainhoa Resa Ocio
creator: Rocío Diez Ros
rights: Copyright (c) 2023 Laura Lucas Palacios https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 209
ending page: 233
doi: 10.26754/ojs_clio/clio.2023499540

Pedagogical principles for musealized heritage spaces in contexts with a pluricultural profile. The case of the Region Metropolitana of Chile.
type: item
description: The general objective was to identify and characterize the structural pattern of pedagogical practices in the education departments of heritage museum and spaces in Chile, as an example of a country with pluricultural identity profile. The initial sample was the 87 museums and organizations of the National Registry of Museums of the government (RMC). A sequential exploratory design (cuan - CUAL) was used that incorporates descriptive statistical analysis, phases, criteria and instruments of the SHEO method. It allowed us to limit the sample to 16 and transfer its lines to the database. Following this (QUAL phase), the sample was subjected to the indicators of the validated Q-Edutage scale. Finally, descriptive analyzes of the 5 educational departments quartile 1 were carried out. It situated the optic upon correlation between educational agents and fields —formal, non-formal— as a phenomenon. The structural nodes were methodology, design, pedagogical strategies, resources and the participation and communicative interaction channels in virtual environments. From the structure, the four principles of the phenomenon were, (1) professional training, (2) facilitating resources, (3) applied technology and (4) interaction mechanisms.
subject: Miscelanea
  topic: section
subject: Heritage education
  topic: keywords
subject: Museum
  topic: keywords
subject: Education department
  topic: keywords
subject: Participation
  topic: keywords
subject: Pedagogical structure
  topic: keywords
subject: Educational communication
  topic: keywords
subject: Virtual environments
  topic: keywords
creator: Tania Ballesteros-Colino
creator: Olaia Fontal
creator: Pablo De Castro Martín
creator: Francisco J. Fernández
rights: Copyright (c) 2023 Tania Ballesteros-Colino, Olaia Fontal, Pablo De Castro Martín, Francisco J. Fernández https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 269
ending page: 300
doi: 10.26754/ojs_clio/clio.2023499563

Memory and representation of the expansion through East Asia and World War II in the majority-used history textbooks of Secondary Education in Japan: Documentary analysis
type: item
description: Several studies have focused on the controversies that arose almost two decades ago when revised history textbooks were approved, didactic materials that were of minor use in Japan. Taking this background into account and from a qualitative approach, a research of documentary sources analysis is carried out to understand the representation of sensitive issues in the history textbooks of majority use in Japan in relation to expansion in East Asia and the Second World War. To this end, after selecting the Japanese history textbooks from Tokyo prefecture most used in secondary schools, a comparative documentary analysis is carried out. This analysis is structured into a series of categories that include some sensitive episodes from the Second Sino-Japanese War and the Asia-Pacific War. This research concludes that contents considered controversial from a predominantly aseptic perspective are included.
subject: Miscelanea
  topic: section
subject: Textbooks
  topic: keywords
subject: Secondary education
  topic: keywords
subject: Japan
  topic: keywords
subject: History
  topic: keywords
subject: Memory
  topic: keywords
subject: War
  topic: keywords
subject: Content
  topic: keywords
subject: Documentary Analysis
  topic: keywords
creator: Emilio José Delgado-Algarra
rights: Copyright (c) 2023 Emilio José Delgado-Algarra https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 234
ending page: 251
doi: 10.26754/ojs_clio/clio.2023499547