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: Categories of Analysis for the Study of Masculinity in Prehistoric Children’s Books
items: Game of Thrones and Its Potential for Teaching: Role-Playing Games and Comics
items: Exploring models of masculinity and femininity through picture books about historical figures: results of an action-research project in primary education
items: The Cultural Heritage Law of Castilla y León in the Context of Cultural Rights and Social Inclusion: A Critical Analysis
items: https://papiro.unizar.es/ojs/index.php/clio/en/article/view/11931
items: Weaving Connections with Heritage: Participatory Educational Practices in a Transforming Museum
items: From the neighbourhood to the classroom: transforming perceptions of heritage in Primary Education
items: Heritage as a Vehicle for Participation through Non-Formal Education: The Case of Barrios Pendientes
items: Challenges in pre-service teacher education for Fostering Social and Civic Awareness in early childhood: an analysis of active Heritage Education Proposals
items: Maritime Heritage and Primary Education in Galicia (Spain)
items: Teaching Practices on Historical Memory: A Literature Review
items: Museums in Primary Education: practices and conceptions of active teachers
items: Archaeological Illustration Workshop at «Liceo Monjardin» of Pamplona (Navarra)
items: Review of “Estrategias de ludificación aplicadas a la enseñanza de la historia (secundaria y universidad)” (Coords. Luis Velasco y Julio Prada)
items: Social Sciences Students' Perception of Active Methodologies and Their Motivational Effects in Secondary Education
items: Review of “Geospatial Technologies for Heritage Education” (Eds. Rafael de Miguel González y Pilar Rivero Gracia)
items: Social participation as a tool for territorial integration. The case of the Museu Nacional d’Art de Catalunya and the project “Every possible window”
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

Categories of Analysis for the Study of Masculinity in Prehistoric Children’s Books
type: item
description: 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.
subject: Miscelanea
  topic: section
subject: documentary analysis
  topic: keywords
subject: social science education
  topic: keywords
subject: children's books
  topic: keywords
subject: analysis matrix
  topic: keywords
subject: prehistory
  topic: keywords
creator: Alberto San Martín Zapatero
rights: Copyright (c) 2025 Alberto San Martín Zapatero https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 276
ending page: 294
doi: 10.26754/ojs_clio/clio.20255111543

Game of Thrones and Its Potential for Teaching: Role-Playing Games and Comics
type: item
description: This contribution analyses the didactic potential of the Game of Thrones universe, understood as a transmedia reality, and specifically the role-playing games and comics derived from this franchise. After a study of the problems of this universe, we analyse different productions that can be used to enrich and dynamize teaching units for Secondary Education students. We will then provide a gamified didactic proposal centred on the Knight of the Seven Kingdoms comic series and role-playing games, designed to generate significant learning of Medieval History in adolescents. This proposal has been applied in two secondary schools in which the students' perceptions have been analysed by means of the adaptation of a questionnaire for students' perceptions of recreational experiences as well as another for teachers.
subject: Miscelanea
  topic: section
subject: history
  topic: keywords
subject: comic
  topic: keywords
subject: role-playing game
  topic: keywords
subject: gamification
  topic: keywords
subject: Didactics
  topic: keywords
subject: educational innovation
  topic: keywords
subject: Secondary Education
  topic: keywords
creator: Víctor Sánchez Domínguez
creator: Juan José Alpresa Rengel
creator: Juán Manuel Corbera Molano
rights: Copyright (c) 2025 Víctor Sánchez Domínguez, Juan José Alpresa Rengel, Juán Manuel Corbera Molano https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 222
ending page: 250
doi: 10.26754/ojs_clio/clio.20255110916

Exploring models of masculinity and femininity through picture books about historical figures: results of an action-research project in primary education
type: item
description: 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.
subject: Miscelanea
  topic: section
subject: action-research
  topic: keywords
subject: gender perspective
  topic: keywords
subject: picture books
  topic: keywords
subject: primary education
  topic: keywords
subject: history teaching
  topic: keywords
creator: Juan Carlos Bel
creator: Belén De Lamo
creator: Alicia Molina
rights: Copyright (c) 2025 Juan Carlos Bel, Belén De Lamo, Alicia Molina https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 335
ending page: 361
doi: 10.26754/ojs_clio/clio.20255112230

The Cultural Heritage Law of Castilla y León in the Context of Cultural Rights and Social Inclusion: A Critical Analysis
type: item
description: 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.
subject: Monograph
  topic: section
subject: Law 7/2024 on Cultural Heritage of Castilla y León
  topic: keywords
subject: legal framework
  topic: keywords
subject: social inclusion
  topic: keywords
subject: accessibility
  topic: keywords
subject: citizen participation
  topic: keywords
subject: cultural rights
  topic: keywords
subject: heritage law
  topic: keywords
creator: Alejandra López Mera
creator: Olaia Fontal Merillas
creator: Pablo de Castro Martín
rights: Copyright (c) 2025 Alejandra López Mera, Olaia Fontal Merillas, Pablo de Castro Martín https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 153
ending page: 173
doi: 10.26754/ojs_clio/clio.20255111929

https://papiro.unizar.es/ojs/index.php/clio/en/article/view/11931
type: item
title: 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
description: 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.
subject: Monograph
  topic: section
subject: estudio exploratorio
  topic: keywords
subject: organizadores
  topic: keywords
subject: recreación histórica
  topic: keywords
subject: educación patrimonial
  topic: keywords
subject: divulgación cultural
  topic: keywords
creator: Andrea García Guerrero
creator: Oscar L. Esteban Argüello
rights: Copyright (c) 2025 Andrea García Guerrero, Oscar L. Esteban Argüello https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 133
ending page: 152
doi: 10.26754/ojs_clio/clio.20255111931

Weaving Connections with Heritage: Participatory Educational Practices in a Transforming Museum
type: item
description: 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.
subject: Monograph
  topic: section
subject: Heritage education
  topic: keywords
subject: Critical museology
  topic: keywords
subject: Sociomuseology
  topic: keywords
subject: Community participation
  topic: keywords
subject: Institutional transformation
  topic: keywords
subject: Local museums
  topic: keywords
creator: Aina Ferrero Horrach
rights: Copyright (c) 2025 Aina Ferrero Horrach https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 111
ending page: 132
doi: 10.26754/ojs_clio/clio.20255111927

From the neighbourhood to the classroom: transforming perceptions of heritage in Primary Education
type: item
description: 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.
subject: Monograph
  topic: section
subject: Heritage education
  topic: keywords
subject: controversial heritage
  topic: keywords
subject: local heritage
  topic: keywords
subject: Primary Education
  topic: keywords
subject: Critical thinking
  topic: keywords
subject: minority languages
  topic: keywords
subject: educational intervention
  topic: keywords
subject: diverse educational contexts
  topic: keywords
creator: Javier González Martínez
creator: María Belén San Pedro Veledo
rights: Copyright (c) 2025 Javier González Martínez, María Belén San Pedro Veledo https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 86
ending page: 110
doi: 10.26754/ojs_clio/clio.20255111921

Heritage as a Vehicle for Participation through Non-Formal Education: The Case of Barrios Pendientes
type: item
description: 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.
subject: Monograph
  topic: section
subject: heritage education
  topic: keywords
subject: didactics of social sciences
  topic: keywords
subject: non-formal education
  topic: keywords
subject: citizen participation
  topic: keywords
subject: urban regeneration
  topic: keywords
creator: María Yazmina Lozano Mas
creator: Santiago D. Hernández Torres
creator: Itahisa Chávez Santana
rights: Copyright (c) 2025 María Yazmina Lozano Mas, Santiago D. Hernández Torres, Itahisa Chávez Santana https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 44
ending page: 64
doi: 10.26754/ojs_clio/clio.20255111889

Challenges in pre-service teacher education for Fostering Social and Civic Awareness in early childhood: an analysis of active Heritage Education Proposals
type: item
description: 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.
subject: Monograph
  topic: section
subject: heritage education
  topic: keywords
subject: early childhood education
  topic: keywords
subject: cultural identity
  topic: keywords
subject: social awareness
  topic: keywords
subject: active citizenship
  topic: keywords
creator: Carmen Escribano Muñoz
creator: Raquel Gil Fernández
creator: Cristina Rodríguez Payo
rights: Copyright (c) 2025 Carmen Escribano-Muñoz, Raquel Gil Fernández, Cristina Rodriguez-Payo https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 27
ending page: 43
doi: 10.26754/ojs_clio/clio.20255111884

Maritime Heritage and Primary Education in Galicia (Spain)
type: item
description: 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.
subject: Monograph
  topic: section
subject: patrimonio marítimo
  topic: keywords
subject: educación primaria
  topic: keywords
subject: educación patrimonial
  topic: keywords
subject: identidad
  topic: keywords
subject: curriculum
  topic: keywords
creator: Julia Feijóo-Outumuro
creator: Belén Castro-Fernández
rights: Copyright (c) 2025 Julia Feijóo-Outumuro, Belén Castro-Fernández https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 1
ending page: 26
doi: 10.26754/ojs_clio/clio.20255111882

Teaching Practices on Historical Memory: A Literature Review
type: item
description: 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.
subject: Miscelanea
  topic: section
subject: Historical memory
  topic: keywords
subject: collective memory
  topic: keywords
subject: teaching practices
  topic: keywords
subject: memory pedagogy
  topic: keywords
subject: literature review
  topic: keywords
creator: Elisa Navarro-Medina
creator: Noelia Pérez-Rodríguez
creator: Nicolás de-Alba-Fernández
creator: Jesús Romero-Martínez
rights: 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
date: 2025-12-31
publication date: 2025-12-31
starting page: 315
ending page: 334
doi: 10.26754/ojs_clio/clio.20255111850

Museums in Primary Education: practices and conceptions of active teachers
type: item
description: 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.
subject: Miscelanea
  topic: section
subject: Museums
  topic: keywords
subject: Primary Education
  topic: keywords
subject: Teachers
  topic: keywords
subject: conceptions
  topic: keywords
subject: practices
  topic: keywords
subject: teaching of Social Sciences
  topic: keywords
subject: Information and Communication Technologies
  topic: keywords
creator: Lucía Fernández Rodríguez
creator: Álvaro Chaparro Sainz
creator: María del Mar Felices de la Fuente
rights: 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
date: 2025-12-31
publication date: 2025-12-31
starting page: 295
ending page: 314
doi: 10.26754/ojs_clio/clio.20255111808

Archaeological Illustration Workshop at «Liceo Monjardin» of Pamplona (Navarra)
type: item
description: The presence of archeological heritage in education is a rising phenomenon that requires of an specific methodology in order to provide both the students and the material proof with a gathering point. From the last part of the twentieth century several educational centres have put an effort in trying to lecture the archeological method foundations, inside as well as outside the classroom, not always with an educational view in mind. From an experience carried out at the subsidised private school «Liceo Monjardín» in Pamplona (Navarra), this current research defines a proposal for an archeological drawing workshop which fits into the established guidelines by the present legislation. Its aim not only focuses on making use of the archeological heritage as a learning tool but in offering an experiential apprenticeship of history. We must keep moving forward in this area with the aim to normalise the presence of archaeology in the classrooms. Its suitability is beyond any doubt yet we need to stablish a closer relationship with the different curricular elements.
subject: Miscelanea
  topic: section
subject: heritage
  topic: keywords
subject: history
  topic: keywords
subject: archaeology
  topic: keywords
subject: education
  topic: keywords
subject: experiential learning
  topic: keywords
creator: Jaime Aznar Auzmendi
rights: Copyright (c) 2025 Jaime Auzmendi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 251
ending page: 275
doi: 10.26754/ojs_clio/clio.20255110923

Review of “Estrategias de ludificación aplicadas a la enseñanza de la historia (secundaria y universidad)” (Coords. Luis Velasco y Julio Prada)
type: item
subject: Review
  topic: section
creator: Juan José Varela Tembra
rights: Copyright (c) 2025 Juan José Varela Tembra https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 362
ending page: 367
doi: 10.26754/ojs_clio/clio.20255111315

Social Sciences Students' Perception of Active Methodologies and Their Motivational Effects in Secondary Education
type: item
description: Active learning methodologies are gaining importance in the area of Social Sciences, given their high motivational power. The aim of this study is to investigate the knowledge, motivation and emotions produced by active methodologies in Social Sciences students in 3rd and 4th ESO. The study is exploratory in nature and uses an ad hoc questionnaire as an instrument. The analysis of the results has been conducted as a mixed methodology, with quantitative and qualitative elements, and using the research software SPSS v.25 and Atlas Ti. The results show how, despite the little knowledge students have about active methodologies, the use of strategies linked to them increases motivation and develops positive emotions for learning, combating the predominant emotion: boredom.
subject: Miscelanea
  topic: section
subject: active methodologies
  topic: keywords
subject: motivation
  topic: keywords
subject: emotions
  topic: keywords
subject: Social Sciences
  topic: keywords
subject: Compulsory Secondary Education
  topic: keywords
creator: Francisco Jesús Jalcón Durán
creator: David Porrinas González
creator: Mario Corrales Serrano
rights: Copyright (c) 2025 Francisco Jesús Jalcón Durán; David Porrinas González, Mario Corrales Serrano https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 174
ending page: 201
doi: 10.26754/ojs_clio/clio.20255110329

Review of “Geospatial Technologies for Heritage Education” (Eds. Rafael de Miguel González y Pilar Rivero Gracia)
type: item
subject: Review
  topic: section
creator: Daniel Camuñas-García
rights: Copyright (c) 2025 Daniel Camuñas-García https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 368
ending page: 371
doi: 10.26754/ojs_clio/clio.20255112618

Social participation as a tool for territorial integration. The case of the Museu Nacional d’Art de Catalunya and the project “Every possible window”
type: item
description: 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.
subject: Monograph
  topic: section
subject: social participation
  topic: keywords
subject: site-specific education
  topic: keywords
subject: heritage education
  topic: keywords
subject: community engagement
  topic: keywords
subject: surrounding territory
  topic: keywords
subject: Museu Nacional d’Art de Catalunya
  topic: keywords
creator: Judith Abellán-Reina
creator: Alejandra Canals Ossul
creator: Maria Feliu-Torruella
rights: Copyright (c) 2025 Judith Abellán-Reina, Alejandra Canals Ossul, Maria Feliu-Torruella https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 65
ending page: 85
doi: 10.26754/ojs_clio/clio.20255111875

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