Teaching historical contents through multi-causal diagrams
Manuel Montanero, Manuel Lucero y José M. Méndez
Two causal explanations given by three teachers of Secondary Education were recorded and analysed. During the first lesson, the teachers developed just a few strategies to facilitate the students comprehension and causal reasoning. During the second session, developed with different groups, the introduction of a task of filling a multi-causal diagram produced significant changes in the explanation of the same content. The causal links that teachers marked verbally or that they explained more in detail, as those in which the students participated justifying or inferring some factors, increased an average between the 20% and the 38%. Nevertheless, there were not significant differences in the measure of the recall and the comprehension of the students one week after every session. The results showed the difficulty of helping the students to understand causal connections, even if tasks to enrich the task were included.
Key Words: Classroom practice, Causal diagrams, Historical causality, History education, Secondary Education.
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