Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain
Which historical figures do Spanish students think are relevant after completing their compulsory schooling in the subject of history? The main objective of this research is to discover which four historical figures students choose as the most important in human history after completing their compul...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-04-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/11/4/175 |
| _version_ | 1797409349808685056 |
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| author | Pilar Rivero Iñaki Navarro-Neri Borja Aso |
| author_facet | Pilar Rivero Iñaki Navarro-Neri Borja Aso |
| author_sort | Pilar Rivero |
| collection | DOAJ |
| description | Which historical figures do Spanish students think are relevant after completing their compulsory schooling in the subject of history? The main objective of this research is to discover which four historical figures students choose as the most important in human history after completing their compulsory schooling, and the type of reasons they give to justify their answers. By means of a mixed study, this research involved asking 165 students, aged 16 to 17, which four figures they think are the most relevant in history and why. Based on this statement, a quantitative and qualitative analysis was conducted to explore the students’ discourses justifying their choices using the categories proposed by Partington, Hunt and Lévesque. The results show a clear tendency in students to choose key figures in Spain’s history, such as Christopher Columbus or Francisco Franco, or a prominent person, such as Adolf Hitler, as the most relevant historical figures, who appear in the curriculum in their last year of compulsory secondary education. Lastly, the argumentative approach regarding the level of historical significance focuses primarily on the impact of their actions on a large number of people during their historical moment, with no critical reflection on their long-term impact or consequences. |
| first_indexed | 2024-03-09T04:13:18Z |
| format | Article |
| id | doaj.art-a4d75604da264d51847c7274a94f8b3a |
| institution | Directory Open Access Journal |
| issn | 2076-0760 |
| language | English |
| last_indexed | 2024-03-09T04:13:18Z |
| publishDate | 2022-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj.art-a4d75604da264d51847c7274a94f8b3a2023-12-03T13:57:55ZengMDPI AGSocial Sciences2076-07602022-04-0111417510.3390/socsci11040175Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in SpainPilar Rivero0Iñaki Navarro-Neri1Borja Aso2Department of Specific Didactics, Faculty of Education, University of Zaragoza, 50009 Zaragoza, SpainDepartment of Specific Didactics, Faculty of Education, University of Zaragoza, 50009 Zaragoza, SpainDepartment of Specific Didactics, Faculty of Education, University of Zaragoza, 50009 Zaragoza, SpainWhich historical figures do Spanish students think are relevant after completing their compulsory schooling in the subject of history? The main objective of this research is to discover which four historical figures students choose as the most important in human history after completing their compulsory schooling, and the type of reasons they give to justify their answers. By means of a mixed study, this research involved asking 165 students, aged 16 to 17, which four figures they think are the most relevant in history and why. Based on this statement, a quantitative and qualitative analysis was conducted to explore the students’ discourses justifying their choices using the categories proposed by Partington, Hunt and Lévesque. The results show a clear tendency in students to choose key figures in Spain’s history, such as Christopher Columbus or Francisco Franco, or a prominent person, such as Adolf Hitler, as the most relevant historical figures, who appear in the curriculum in their last year of compulsory secondary education. Lastly, the argumentative approach regarding the level of historical significance focuses primarily on the impact of their actions on a large number of people during their historical moment, with no critical reflection on their long-term impact or consequences.https://www.mdpi.com/2076-0760/11/4/175historical relevanceeducation for democratic citizenshiphistorical narrativehistorical thinking |
| spellingShingle | Pilar Rivero Iñaki Navarro-Neri Borja Aso Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain Social Sciences historical relevance education for democratic citizenship historical narrative historical thinking |
| title | Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain |
| title_full | Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain |
| title_fullStr | Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain |
| title_full_unstemmed | Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain |
| title_short | Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain |
| title_sort | who are the protagonists of history exploratory study on historical relevance after completing compulsory secondary education in spain |
| topic | historical relevance education for democratic citizenship historical narrative historical thinking |
| url | https://www.mdpi.com/2076-0760/11/4/175 |
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