000112193 001__ 112193
000112193 005__ 20230914083451.0
000112193 0247_ $$2doi$$a10.3390/socsci11040175
000112193 0248_ $$2sideral$$a128292
000112193 037__ $$aART-2022-128292
000112193 041__ $$aeng
000112193 100__ $$0(orcid)0000-0002-6757-7598$$aRivero, Pilar$$uUniversidad de Zaragoza
000112193 245__ $$aWho Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain
000112193 260__ $$c2022
000112193 5060_ $$aAccess copy available to the general public$$fUnrestricted
000112193 5203_ $$aWhich 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.
000112193 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S50-20R$$9info:eu-repo/grantAgreement/ES/MINECO-AEI-FEDER/PID2020-115288RB-I00
000112193 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000112193 592__ $$a0.501$$b2022
000112193 593__ $$aSocial Sciences (miscellaneous)$$c2022$$dQ2
000112193 594__ $$a3.2$$b2022
000112193 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000112193 700__ $$0(orcid)0000-0001-8589-6659$$aNavarro Neri, Iñaki$$uUniversidad de Zaragoza
000112193 700__ $$0(orcid)0000-0002-3023-4516$$aAso, Borja$$uUniversidad de Zaragoza
000112193 7102_ $$14013$$2210$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Socia.
000112193 773__ $$g11, 4 (2022), 175 [15 pp.]$$tSocial Sciences$$x2076-0760
000112193 8564_ $$s339090$$uhttps://zaguan.unizar.es/record/112193/files/texto_completo.pdf$$yVersión publicada
000112193 8564_ $$s2606345$$uhttps://zaguan.unizar.es/record/112193/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000112193 909CO $$ooai:zaguan.unizar.es:112193$$particulos$$pdriver
000112193 951__ $$a2023-09-13-12:32:24
000112193 980__ $$aARTICLE