Using Emotions to Understand Socially Active Issues in History Lessons
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| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2022 |
| Descripción: | This article presents an action-research method referring to the implementation of teaching-learning strategies for the development of socio-emotional competencies in high school students in a Chilean school. The idea of this intervention was to strengthen learning about socially living issues in the subject of History, Geography and Social Sciences. The objective of this research is to design a didactic proposal to incorporate self-awareness, self-management and social awareness within History classes. The main results show a high degree of satisfaction in relation to the implementation of new teaching strategies that help understand historical character. Also, students valued the possibility of transferring the socio-emotional exercises done in classes to their own lives, as well as the increase in the motivation during lessons. Additionally, the critical points that have been detected as well as the projections of this experience are analyzed. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/16468 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/perspectivas/article/view/16468 |
| Palabra clave: | emotional development teaching History Education Social Studies educational innovation desarrollo emocional Enseñanza de la Historia Estudios Sociales innovación pedagógica |