Abstract
Over the years, the traditional teaching method has been the most used by teachers to carry out their classes in the social sciences. Within this model is the expository class, which is the teaching method most used by teachers for the delivery of content. The aforementioned was evidenced in a history degree that is taught at a University in the South of Chile through a diagnosis that allowed the generation of an innovative intervention proposal in the didactic-evaluative area under a socio-constructivist paradigm. The general objective of this intervention was to implement an experience of pedagogical innovation through the application of a unit where the short film is used as an audiovisual resource to generate an authentic and significant evaluation in the students of the History of America Century XX. The methodology that was adapted was participatory action research, since the students were an active part of the learning process. The results were subjected to analysis and a problem related to university magistrocentrism in the career was evidenced. Due to the above, a didactic unit and an innovative evaluation were developed in which the use of the short film as a tool for teaching history was contemplated. After the application of the unit, the opinion of the students regarding the proposed activity was deepened, obtaining as main results a favorable opinion of the applied innovative intervention and, also, a criticism of the traditional teaching model that prevails in the career.
Presenters
Kabir GonzálezStudent, Doctorado en Educación en Consorcio, Universidad Católica de la Santísima Concepción, Bío-Bío, Chile
Details
Presentation Type
Theme
KEYWORDS
HISTORICAL THINKING; DIDACTIC INNOVATION; INVESTIGATION ACTION; TEACHING OF HISTORY
