Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Much has been written about the impossibility of representing the Holocaust as a breakdown in the civilizing process. However, the call for silence was soon broken by a controversy of accounts that differ substantially. Since then, the debate on the relevance of realistic, melodramatic or comic, if not fantastic, narratives, their legitimacy or illegitimacy and the use of archival material in films continues to generate important doubts when it comes to the representation of horror. Precisely because it is a matter of extreme sensitivity for history in general and European History in particular, the Holocaust never ceases to challenge us with new and old questions. These questions become even more acute when selecting fragments or films to work on in the classroom.

This article establishes the relationship between the message of some History textbooks of Franco's Baccalaureate (29 in total) and the political position of their authors, whether they were punished (purged from the educational category of professors in 1935) or rewarded with patriotic examinations in 1940 which favored those who were accomplices of the 1936 coup d'état. To discover those personal careers, it is necessary to use secondary historical sources. While some authors use the History textbook to confirm their loyalty to Franco's regime, others use it as safe-conduct to separate themselves from their past, whether it was masonic, left republican, or catalanist. Some authors, such as José Ramón Castro, are coherent with his professional and school historiographical works (their fidelity to the regime is unwavering). Others, such as Jaime Vicens Vices or Antonio Domínguez Ortiz, represent the official culture (they legitimize the regime) as school textbook writers; but as professional historians, they do represent the so-called established culture, that distances itself from the regime and its values.

Título: Cementerios para educar Autor: Ricard Huerta Edición: Aula Magna Proyecto Clave McGraw Hill Lugar de publicación: Sevilla Año: 2021 Idioma: Español ISBN: 9788418808753 Páginas: 233

This article presents a didactic proposal for the third cycle of Primary Education based on a Final Degree Project that has been put into practice. The proposal is related to the learning of different aspects of Greek, Viking and Egyptian cultures. The main objective of this article is to present a didactic planning for the learning about these civilizations from a playful and innovative perspective in which virtual reality and video games are used. It also includes the most relevant results of its implementation. The methodology of the proposal is based on gamification and game-based learning (GBL). The choice of this methodology is based on the easiness offered by both the expansion of technological development and the use of applications (apps) and video games in the daily life of students; supported by previous studies that show the benefits of the use of these technologies in teaching Social Sciences and History. The implementation is developed through a sequence of activities that covers several sessions and in which, among other tasks, the video games “Assassin's Creed: Discovery Tour”, for exploration tasks, and “Minecraft Education Edition”, for representation tasks, are used. As for the results of the implementation, the proposal has been successful in its development, obtaining a high degree of achievement of the proposed didactic objectives and not encountering serious difficulties during the teaching-learning process.

The main objective of this study is to analyze the changes produced in the perception of the students of 1st year of Bachillerato (Baccalaureate), regarding the teaching of History, after the implementation of a didactic unit that promotes teaching historical thinking skills through gamification. The research is quantitative and is based on the performance and analysis of a pre test and post test done by students who are currently taking the subject of Contemporary World History. The results show that students perceive differences in the use of resources such as the textbook and ICT and in the learning of skills such as source analysis as well as the identification of changes and continuities over time. In conclusion, the didactic unit provided increased motivation thanks to gamification and contributed to a competency-based learning History.

As a learning resource, the world of games is a powerful ally in the renovation of methods and styles of teaching History that the Didactic of Social Sciences has been demanding for a long time. This article explores from a theoretical perspective the different didactic methodologies that use games and presents an example of gamified didactic design based on an interactive narrative game with a historical setting. After testing the didactic functionality of the tool on a first experimental occasion, the analysis of the teacher's perceptions during the activity and the students' evaluations collected by survey complement the results of a knowledge test and allow us to reflect on the potential and limitations of this type of resources when it comes to promoting a more meaningful learning.

This article describes the development of a collaborative project shared both by school and university. In this case, between the University of Vic and the Pompeu Fabra School of Salt. In this project the main role is played by the students of the third cycle of primary school of the Pompeu Fabra School of Salt (Gironès) and a group of thirteen students of the University of Vic enrolled in the subject Didactics of Social Sciences, from the double degree in Early Childhood and Primary Education Teacher in English. This collaboration has been structured around the participation of the primary school group in the interdisciplinary project "Reporters of History".

A didactic experience based on gamification for the teaching of Art History in the 2nd year of Bachillerato (Baccalaureate) is presented. Based on the “Party & Co”. game, a specific, ad hoc game was designed to teach Early Avant-Garde Art. Its implementation at the Spanish-German School of Madrid was developed during the 2020-2021 academic year. The results obtained were so satisfactory it was decided to put it into practice again -with some improvements- during the last academic year.

Under the common concept of gamification there is a complex world within which there are different options, each with its own name. For those who enter it for the first time this can be confusing since all of them have their own features, functions and methodological elements. Gamification? Serious games? Game-Based Learning? In view of this mixture of possibilities, the following lines are presented as a road map to help follow the path of the educational game. For this purpose, this theoretical foundation includes a didactic example of GBL -published as a board game under the name "Cathedral 1221"- conceived and designed with the purpose of promoting and facilitating the study of the Middle Ages in Secondary Education. Its successful application in the classroom makes it possible to provide didactic guidelines in this regard and to draw conclusions regarding the suitability and academic validity of the game within the framework of formal education.

Research in History Education points out the need for a transformation of the History teaching-learning process. It advocates a change that promotes the development of historical thinking and addresses both the methodology and epistemology of the area. The aim of this article is to present a gamified intervention program for the development of historical thinking in Primary Education. Its design has been validated by expert judgment, with the aim to serve as a reference for the design of other gamified learning experiences and thus contribute to the improvement of History Education.