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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Review of “Geospatial Technologies for Heritage Education” (Eds. Rafael de Miguel González y Pilar Rivero Gracia)
Copyright (c) 2025 Daniel Camuñas-García https://creativecommons.org/licenses/by-nc-sa/4.0
Museums in Primary Education: practices and conceptions of active teachers
The educational use of museums offers diverse learning opportunities for social knowledge, as well as for the development of democratic citizenship. Therefore, in this study, we investigate the conceptions and practices of primary school teachers regarding the use of these cultural spaces to teach and learn social knowledge. This research, ethnographic and qualitative, has involved 81 teachers who have been interviewed The results show a broad appreciation of museums as educational resources; however, there are limitations that hinder their use, such as a lack of teacher training, the shortage of materials and resources to guide teaching work or the difficulty of organizing outings outside the school context to visit these places. The conclusion is that it is necessary to improve teacher training and strengthen a more effective integration of museum collections into educational practice.
Information and Communication Technologies
Copyright (c) 2025 Lucía Fernández Rodríguez, Álvaro Chaparro Sainz, María del Mar Felices de la Fuente https://creativecommons.org/licenses/by-nc-sa/4.0
The potential of historical reenactment in heritage commemorative contexts from the perspective of its organizers: an exploratory study of Valladolid Has History case on the Fifth Centenary of the Royal Palace
This paper analyzes the event Valladolid Tiene Historia, organized by the Historical-Cultural Association Torre del Homenaje within the context of the Fifth Centenary of the Royal Palace of Valladolid, as a heritage education experience based on historical reenactment. The event, aimed reinterpreting this space and promoting its symbolic reappropriation by the public, featured a two-day program with diverse cultural and educational activities. Using a qualitative methodology focused on the organizers’ perspective, the study worked with a sample of N=22 participants through questionnaires, a discussion group, and participant observation in order to evaluate, through their experiences and narratives, both the impacts and the strengths and limitations of the project. Although the results are based exclusively on the organizers’ perspective, which constitutes a limitation since the general public’s voice was not included, they allow an understanding of how the implementing agents interpret and assess the project’s effects. Within this context, the results show a positive experience, consolidating historical reenactment as an effective tool for cultural dissemination in commemorative contexts.
Copyright (c) 2025 Andrea García Guerrero, Oscar L. Esteban Argüello https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring models of masculinity and femininity through picture books about historical figures: results of an action-research project in primary education
This article presents an action-research project focused on addressing models of masculinity and femininity through the use of picture books about historical figures. The study aims to analyze the perceptions of two teachers who, together with an external researcher, design, implement, and evaluate two didactic sequences: one on Clara Campoamor and the other on Alan Turing. Both proposals are based on prior historical contextualization and the collective reading and interpretation of a picture book about the lives of these figures. The research was carried out in a special focus public school, within the last years of Primary Education. The results highlight the importance of understanding the historical context of the historical figures, as well as the challenges involved in deconstructing with the students the traditional model of masculinity.
Copyright (c) 2025 Juan Carlos Bel, Belén De Lamo, Alicia Molina https://creativecommons.org/licenses/by-nc-sa/4.0
Weaving Connections with Heritage: Participatory Educational Practices in a Transforming Museum
This article examines the role of heritage education in the transformation of the Footwear and Industry Museum of Inca (Mallorca), based on empirical research (2017–2023). The aim was to assess the impact of inclusive educational practices on the symbolic appropriation of the museum and to propose a transferable model of institutional change. The methodology followed a mixed design grounded in action research and a four-phase continuous evaluation. Results indicate a reversal of civic disengagement: local awareness rose from 49.3% to 70.2%, average visitor rating increased from 4.93 to 6.34 out of 7, and both visit duration and audience age diversity expanded. In conclusion, heritage education conceived from a critical and participatory perspective acts as a catalyst for museological transformation, positioning local museums as spaces of social mediation and symbolic appropriation of heritage.
Copyright (c) 2025 Aina Ferrero Horrach https://creativecommons.org/licenses/by-nc-sa/4.0
The Cultural Heritage Law of Castilla y León in the Context of Cultural Rights and Social Inclusion: A Critical Analysis
This research offers an innovative perspective on the study of Law 7/2024 on Cultural Heritage of Castilla y León by integrating a social inclusion and cultural rights, approach, assessing its alignment with international frameworks. Through a qualitative methodology based on critical analysis of legal discourse, it examines aspects such as universal accessibility, citizen participation, heritage education, and the recognition of intangible cultural heritage. The results reveal significant progress towards an inclusive heritage model, although remain in practical implementation and in addressing territorial and social diversity. The study highlights the need for more intersectional policies and effective mechanisms to ensure that all people can access heritage, participate actively, and pass on their cultural legacy.
Law 7/2024 on Cultural Heritage of Castilla y León
Copyright (c) 2025 Alejandra López Mera, Olaia Fontal Merillas, Pablo de Castro Martín https://creativecommons.org/licenses/by-nc-sa/4.0
From the neighbourhood to the classroom: transforming perceptions of heritage in Primary Education
This article presents an educational intervention developed in a public school in Asturias, focusing on the educational treatment of local and controversial heritage. The proposal was carried out in the area of Asturian Language and Literature, with 4th grade primary school students, and integrated activities based on active methodologies, digital resources and a dialogic approach. Two nearby heritage sites with different degrees of institutional recognition were studied. The results obtained through pre- and post-intervention questionnaires, as well as the students' work, show significant progress in heritage knowledge, the use of the Asturian language, citizen involvement and critical thinking skills.
Copyright (c) 2025 Javier González Martínez, María Belén San Pedro Veledo https://creativecommons.org/licenses/by-nc-sa/4.0
Social participation as a tool for territorial integration. The case of the Museu Nacional d’Art de Catalunya and the project “Every possible window”
Social participation has become a central educational strategy for positioning museums within their local contexts and for strengthening connections with surrounding communities. In Catalonia, however, such initiatives are often fragmented, resulting in uneven levels of impact. This paper examines forms of participation in Catalan museums through a case study of the Museu Nacional d’Art de Catalunya (MNAC) and the project “Every possible window”. Drawing on a qualitative approach, the study explores the discourses and perceptions of those involved and compares them with actual practices, in order to assess the museum’s role and relevance within its communities. The research also highlights the strategic importance of institutional partnerships in sustaining participatory processes in museums and underscores the role of heritage education in fostering meaningful and lasting connections with local communities.
Copyright (c) 2025 Judith Abellán-Reina, Alejandra Canals Ossul, Maria Feliu-Torruella https://creativecommons.org/licenses/by-nc-sa/4.0
Heritage as a Vehicle for Participation through Non-Formal Education: The Case of Barrios Pendientes
Education encompasses various forms, each of which places emphasis on different aspects. This proposal, developed in the city of Las Palmas de Gran Canaria, illustrates how non-formal education can serve as a means to engage the population with the significance of participating in the management of cultural heritage. By focusing on cultural heritage within a specific territorial context, the initiative highlights the importance of the relationships established between the local population and nearby heritage assets. Furthermore, it demonstrates how such participation extends beyond cultural practices to influence urban planning elements with legal standing.
Copyright (c) 2025 María Yazmina Lozano Mas, Santiago D. Hernández Torres, Itahisa Chávez Santana https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges in pre-service teacher education for Fostering Social and Civic Awareness in early childhood: an analysis of active Heritage Education Proposals
From an experiential perspective, heritage education is key to developing cultural identity, empathy, and social awareness in education. This study analyses 87 teaching proposals from pre-service teachers, assessing whether they conceive heritage as a social and emotionally meaningful construction. The results show that, although some experiences incorporate sensory and community dimensions, many are reduced to arts and crafts activities, thus limiting their participatory potential. Consequently, shortcomings in initial teacher training are identified, hindering more comprehensive approaches. There is a need to design proposals that reframe heritage as a shared experience, favouring co-creation and the development of active citizenship from early childhood of education.
Copyright (c) 2025 Carmen Escribano-Muñoz, Raquel Gil Fernández, Cristina Rodriguez-Payo https://creativecommons.org/licenses/by-nc-sa/4.0
Maritime Heritage and Primary Education in Galicia (Spain)
This paper aims to demonstrate the social and educational relevance of maritime heritage as an element of social cohesion, symbolic recognition and cultural identity. The region of Galicia in north-west Spain is taken as a case study. This area is one of Europe’s most important fishing areas and has extensive maritime heritage. In order to contribute to the design of educational projects which foster links and emotional connections with the maritime environment, a mixed research method is employed to identify the degree to which maritime heritage is used in the education of Galician schoolchildren (aged 6-12). The results seem to confirm that, in spite of the importance of this type of heritage in Galicia, it is scarcely visible in the region’s schools, receiving very little attention in the curriculum. This could lead to indifference among citizens towards the sea as a heritage asset.
Copyright (c) 2025 Julia Feijóo-Outumuro, Belén Castro-Fernández https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching Practices on Historical Memory: A Literature Review
Integrating historical memory in education implies a critical reflection on its purposes, knowledge and methodologies. This study reviews scientific literature on educational practices linked to historical memory. The research is based on 30 studies selected from the Web of Science and Scopus databases. The studies analyzed cover the period 2012-2025 and different educational stages. The results show that Compulsory Secondary Education is the level with the most experiences in this area. In addition, a lack of initial and continuous teacher training on historical memory is detected. On the other hand, the studies show a great variety of practices in terms of purposes, knowledge, methodologies and the role of teachers. Therefore, there is a need for greater coherence in the treatment of the subject in the classroom to enable the formation of critical citizens capable of building and defending democracy.
Copyright (c) 2025 Elisa Navarro-Medina, Noelia Pérez-Rodríguez, Nicolás de-Alba-Fernández, Jesús Romero-Martínez https://creativecommons.org/licenses/by-nc-sa/4.0
Categories of Analysis for the Study of Masculinity in Prehistoric Children’s Books
Children's books on prehistory (CBP) are a major educational resource. Many studies analyse gender stereotypes and the degree of presence of gendered characters in educational devices. However, there are no specific studies that address how models of masculinity are represented in CBPs. To this end, the study constructs a categorical instrument to analyse models of masculinity in CBPs. The aim is for this instrument to be replicable and to serve as a didactic orientation in the classroom for an adequate didactic transposition. The study is positioned in the socio-critical approach and is qualitative, based on the content analysis of reference studies for its categorical conversion. The results express a categorical matrix that addresses relevant dimensions to detect recurrent patterns and archetypes in order to understand how gender identities are constructed in the CBPs in relation to masculinity.
Copyright (c) 2025 Alberto San Martín Zapatero https://creativecommons.org/licenses/by-nc-sa/4.0
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