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

Autor: Víctor Gómez MuñizTítulo: Cuadernos de Heródoto https://cuadernosdeherodoto.com/

The 21st century has seen the emergence of ultra-nationalisms from the past. Neo-Nazism has its raison d'être in the unequivocal attack against minorities, based on a racist, xenophobic and exclusionary ideology, whose highest expression is the denial of many of the historical genocides. More and more parties around the world are defending some of these ideas and models of thought in their programs, softening them as they gain weight in the institutions and establishing their discourse and ideologies in the citizenry. The objective of this study is to analyze the effectiveness of a teaching proposal on the Holocaust in High School students. To this end, we have created an action plan that encourages inquiry and also aims to develop a kind of awareness that promotes ethical and critical thinking about these facts. The results are very positive and confirm that the Holocaust can and should be worked on with historical documents, Internet sources and other resources that enhance group work and motivation towards knowledge and criticism of these facts, preserving Historical Memory.

Currently, there is still a minority of educational research that has studied the capacity of gamification to promote the competencies of each discipline. With the aim of evaluating the potential of gamification to develop historical thinking skills, this paper presents the design, implementation and analysis of the results of a gamified activity for the subject "Geography and History" of 1st ESO (Secondary Compulsory Education). The results obtained in this semi-experimental research design suggest that gamification may favor the development of some heuristics inherent to working with sources, such as their contextualization and analysis, although the potential of this strategy to help understand biases and perspectives in the process of attributing authorship of sources is less evident.

This study is based on a training course for Secondary School teachers aimed at developing historical and multimodal skills in an integrated manner. Specifically, it analyzes whether learning through the design of micro-documentaries is a training model that responds to the needs of teachers and assesses whether this training has been transformative. A participatory, qualitative model was used, with the participation of nine teachers from four secondary schools. The conclusions point out the fact that this training model responds to the needs of teachers and helps implement a transformative practice. It also contributes to the development of teachers' historical competencies, multimodal literacy and digital competence, although there is a need to go deeper into multimodal practice and to develop greater confidence in their digital competence.

The Spanish Democratic Transition was a fundamental period in our recent history. This is the milestone of our current democratic system, which shows the importance of studying it in our country's high schools. This article aims to outline a didactic proposal for its study in the 2nd year of Bachillerato. Combining the ideas of spiral learning, flipped classroom and constructivist learning, an innovative didactic approach is designed to encourage reflection and critical analysis regarding a key period to understand our socio-political reality.

Faced with the need to overcome a deficit model in the teaching of Prehistory, this study presents a methodology defined as a performative practice for the teaching of Prehistory, composed and articulated by resources and strategies such as the motor story, dramatic play, didactics of the object and simulations. The objective of the research is to develop a poly-articulated methodology for teaching Prehistory based on understanding. We start from the socio-critical paradigm and with a mixed qualitative-quantitative approach we analyze the incidence of this methodology in a sample of 176 students of Primary Education. The results show that the performative practice for the teaching of Prehistory offers optimal levels of understanding of remote temporality, in a context of collective construction of knowledge, dialogue and motivation. At the same time, the results invite us to reflect on the importance of involving the body and movement in traditionally relegated contexts such as Social Science classes.  

Teaching the Holocaust in Secondary Education is a non-renounceable and complex task, due to its condition of extreme and almost ineffable event. The treatment of History from the point of view of the defeated and of memory as a mobilizing tool offer very valuable educational possibilities for dealing with the teaching of the Holocaust. The same is true of education in democratic values, which is a necessary task in the current context of a renaissance of neo-fascist and extreme right-wing movements, and the trivialization and denial of the Jewish genocide. For this purpose, photography is presented as a useful primary source of information to bring the historical method to the classroom and as a motivating didactic resource in a society hyper-saturated with images.

Video games have a growing presence in our lives, but they have always been considered nothing more than an element of leisure. Despite the fact that it has been demonstrated that a great deal of learning can be acquired by playing them, there is resistance in academic circles to consider video games as something more than hobbies. In order to shed some light on this subject, this paper proposes the use of video games as another educational tool, with enormous potential in the case of Geography and History Didactics.

By active methodologies we understand those didactic proposals that revolve around the role of students as generators of knowledge and that build their learning based on interaction with the group. This approach constitutes the raison d'être of this work where Action and Interaction become an exalted cry that calls for change from the classroom itself.

Within the thriving field of Game-Based learning (GBL), boardgames are amongst the most important educational resources with the greatest potential, although recent research has focused much more on the potential of video games. This article will define some key concepts and propose a methodological and theoretical framework. The potential of board games in the teaching of History will be assessed while the challenges and problems of their application to learning environments as well asthe different content that can be delivered through them, including specific examples, will be analyzed.