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.
Asociación Proyecto Clío y Universidad de Zaragoza
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Local heritage to train citizens: a proposal for didactic innovation based on documentary sources
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.
Copyright (c) 2024 Patricia Suárez https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching about the Holocaust in Latin America: a systematic review of the literature (2013-2022)
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.
Copyright (c) 2024 César Barba-Alonso, Delfín Ortega-Sánchez https://creativecommons.org/licenses/by-nc-sa/4.0
Historical memory and critical thinking: an innovative teaching and learning experience about Francoism in a 4th year secondary education classroom
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.
Copyright (c) 2024 Sergio Fernández-Vázquez, Tania Riveiro-Rodríguez, Andrés Domínguez-Almansa https://creativecommons.org/licenses/by-nc-sa/4.0
Narrative thinking and historical knowledge: a case study in Early Childhood Education working on Prehistory
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.
Copyright (c) 2024 Sara IAnson Gutiérrez, Miguel Ángel Suárez Suárez, Roser Calaf Masachs https://creativecommons.org/licenses/by-nc-sa/4.0
Historical characters and controversial pasts: analysis from the perspective of elementary school teachers in Mexico
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.
Copyright (c) 2024 Anacary Guadalupe Castro Torres, Paulina Latapí Escalante, Rosendo Martínez Rodríguez https://creativecommons.org/licenses/by-nc-sa/4.0
Democratic memory and picturebooks at initial teacher training
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.
Copyright (c) 2024 Ursula Luna , Amaia Serrano-Mariezkurrena, Berta Echeberria-Arquero https://creativecommons.org/licenses/by-nc-sa/4.0
The Retirada: design and evaluation of a teaching proposal for 1st year of Baccaulareate
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.
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
Democratic memory recovery in the Ribeira Sacra: heritage education to overcome forgetting
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.
Copyright (c) 2024 Laura Vázquez Rodríguez, Belén Castro Fernández https://creativecommons.org/licenses/by-nc-sa/4.0
Activist heritage education to promote social and civic competence in the initial training of Early Childhood and Primary Education teachers
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.
Copyright (c) 2024 Ilaria Bellatti, María Núria Gil-Durán https://creativecommons.org/licenses/by-nc-sa/4.0
Politics and Recent History on the net. What skills do students need to develop in the challenges of digital citizenship?
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.
Copyright (c) 2024 David Andres Aceituno Silva https://creativecommons.org/licenses/by-nc-sa/4.0
Portuguese Students' ideas about slavery and the slave trade from Africa to Brazil when dealing with textbook sources
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.
Copyright (c) 2024 Glória Solé, Isabel Barca, Ana Paula Squinelo https://creativecommons.org/licenses/by-nc-sa/4.0
Democratic Historical Memory and Personal Heritage: Appropriations of the Conflictive Past in the Narratives of Teachers in Training
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.
Copyright (c) 2024 Antonio Tudela Sancho, Carolina Alegre Benítez https://creativecommons.org/licenses/by-nc-sa/4.0
Historical thought training in Bachelorship: opinions of first-year university students
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.
Copyright (c) 2024 Raimundo Antonio Rodríguez Pérez, Mª Carmen Sánchez Fuster, RAQUEL SANCHEZ-IBAÑEZ https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers and the development of historical thinking based on controversial topics: a look at Chilean History classrooms
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.
Copyright (c) 2024 Bastián Torres, Carlos Muñoz Labraña https://creativecommons.org/licenses/by-nc-sa/4.0
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
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.
Copyright (c) 2024 Amaia Lamikiz Jauregiondo, Ander Delgado https://creativecommons.org/licenses/by-nc-sa/4.0
Historical and democratic memory in the LOMLOE Primary Education curricula of the Spanish autonomous communities
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.
Copyright (c) 2024 Carmen Rosa García Ruiz, Roberto García-Morís https://creativecommons.org/licenses/by-nc-sa/4.0
A controversial topic, depopulation. Perceptions of Second Year ESO students in different socio-educational contexts: Rural/urban and Segovia/Madrid
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.
Copyright (c) 2024 Víctor Manuel Cabañero Martín https://creativecommons.org/licenses/by-nc-sa/4.0
Change and Continuity in the Concept of Beauty: A Proposal for Educating in Historical Thinking with the Museum
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.
Copyright (c) 2024 Ismael Piazuelo, Alodia Rubio-Navarro https://creativecommons.org/licenses/by-nc-sa/4.0
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)
Copyright (c) 2024 Amal Conesa Erragbaoui https://creativecommons.org/licenses/by-nc-sa/4.0
Review of “Utilizing ICT for Didactics of Social and Experimental Sciences” (Eds. E. J. Delgado-Algarra y A. A. Lorca-Marín)
Copyright (c) 2024 José María Cuenca-López https://creativecommons.org/licenses/by-nc-sa/4.0
Review of “Challenges for democratic education. Tribute to Jesús Estepa Giménez” (Coords. P. Rivero, P. L. Domínguez y M. A. Pallarés)
Copyright (c) 2024 Isabel Merino González https://creativecommons.org/licenses/by-nc-sa/4.0
The teaching of the Spanish democratic transition: a comparison between high school textbooks (1979-1996)
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.
Copyright (c) 2023 José Luis Domínguez López, José Ignacio Ortega Cervigón https://creativecommons.org/licenses/by-nc-sa/4.0
Re-enactment and service-learning in the environment of the Spanish Civil War
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.
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
The development of historical thinking through intangible cultural heritage.
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.
Copyright (c) 2023 Santiago Ponsoda López de Atalaya, Ana Isabel Ponce Gea, Helena Pinto https://creativecommons.org/licenses/by-nc-sa/4.0
The Power of Art: Exploring the Individual and Social Benefits of Cross-Curricular Art Inclusion, a Comparative Study of Spain and the United States
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.
Copyright (c) 2023 Bonnie Gómez Torres, Courtney N. Callahan https://creativecommons.org/licenses/by-nc-sa/4.0
Historical thinking competencies in Swedish’ Gymnasieskolan and Spanish’ Bachillerato curricula
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.
Copyright (c) 2023 Juan Ramón Moreno Vera, Fredrik Alvén https://creativecommons.org/licenses/by-nc-sa/4.0
¿Es la historia perdida historia olvidada? relevancia histórica y análisis del currículo oficial de la Educación Básica portuguesa
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.
Copyright (c) 2023 Ana Isabel Moreira, Pedro Duarte Pereira https://creativecommons.org/licenses/by-nc-sa/4.0
Towards Coeducational Competences in Early Childhood Education for teacher training from the Didactics of Social Sciences
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.
Copyright (c) 2023 Laura Lucas Palacios https://creativecommons.org/licenses/by-nc-sa/4.0
Pedagogical principles for musealized heritage spaces in contexts with a pluricultural profile. The case of the Region Metropolitana of Chile.
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.
Copyright (c) 2023 Tania Ballesteros-Colino, Olaia Fontal, Pablo De Castro Martín, Francisco J. Fernández https://creativecommons.org/licenses/by-nc-sa/4.0
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
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.
Copyright (c) 2023 Emilio José Delgado-Algarra https://creativecommons.org/licenses/by-nc-sa/4.0