La enseñanza de la historia de España y el desarrollo de las competencias ciudadanas. El conocimiento del alumnado al finalizar el bachillerato

Abstract

Keywords: secondary education, teaching and learning in social studies, citizenship skills, conceptions of students. Abstract: The doctoral thesis called "The education of the History of Spain and the development of the citizen competitions. The knowledge of the students finish the Secundary school", general objective is to know the contribution of the subject of History at the civic education of young. The growing need to train youth in the knowledge of the democratic system in which they live and who should participate actively is developing a new teaching and learning context. The evolution of a democratic society is because the students must know and value your system and be able to participate actively both from the political and social reality. In this situation, the teaching of the History of Spain in the High school is very important area for the students, its developing personal and social education. This objectives of democratic citizenship education appears as one of its main purposes. Therefore, the History is considered as a vehicle through which form in the values of our society can establish a close relationship between their educational role, its aims and objectives, with civic education. To carry out this research, we had the participation of fifty students from first grade of a representation of all branches of knowledge (Arts and Humanities, Science, Health Sciences, Social Sciences and Engineering) from seven Spanish universities (University of Rovira I Virgili, University of Alicante, University of Murcia, University Polytechnic of Cartagena, University of Almería, University of Seville and University Pablo Olavide). The data collection instrument was a semistructured interview which refers both to the knowledge of History of Spain and its relationship to citizenship development, and a meditation on their learning. The data analysis was performed from a system of categories, with five variables divided into three levels which act as progression of knowledge hypothesis (García Díaz, 1999). The coding and computer processing units of the 1690 information has been made from the Atlas.ti program. These data have allowed us realise diverse types of analysis of which have been able to conclude that the students present difficulties to extrapolate the historical knowledge learnt in the classrooms of History to real situations that affect them like citizens. Two of the theories that lie in the shuffle are done piecemeal presentation of historical content and the disconnection of this teaching with the problems that society currently lives and our students are participating. We propose to these results, some teaching strategies related to curriculum organization of matter around relevant issues, encourage participation of students in the classroom, to build on student's preconceptions and become a teacher committed to his work of educating active citizens, participatory and democratic.