The effectiveness of Historical Empathy as a teaching resource in the teaching of Gender History

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The present research aimed to analyze the effectiveness of Historical Empathy as a didactic resource in the teaching of Gender History for students in the Biobío region, Chile. The study was based on a qualitative approach with a phenomenological design and included a sample of 120 secondary school...

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Autores principales: Soto-Benavides, Catalina, Yáñez-Valencia, Constanza, Vera-Sagredo, Angélica
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Litoral 2024
Materias:
empatía histórica
recurso didáctico
Historia de género
estudiantes de secundaria
historical empathy
educational resource
Gender history
high school students
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/13850
Aporte de:
Biblioteca Virtual - Publicaciones (UNL) de Universidad Nacional del Litoral
id I26-R133-article-13850
record_format ojs
spelling I26-R133-article-138502024-12-18T12:18:43Z The effectiveness of Historical Empathy as a teaching resource in the teaching of Gender History La efectividad de la Empatía Histórica como recurso didáctico en la enseñanza de la Historia de Género Soto-Benavides, Catalina Yáñez-Valencia, Constanza Vera-Sagredo, Angélica empatía histórica recurso didáctico Historia de género estudiantes de secundaria historical empathy educational resource Gender history high school students The present research aimed to analyze the effectiveness of Historical Empathy as a didactic resource in the teaching of Gender History for students in the Biobío region, Chile. The study was based on a qualitative approach with a phenomenological design and included a sample of 120 secondary school students. To meet the study's objective, the work logs created by the students in four activities were analyzed. The results indicated an understanding and active engagement in addressing gender roles by the students. However, a historical reductionism was observed in the comprehension of certain aspects of the female experience. Regarding Historical Empathy, the students were able to contextualize themselves in history, avoiding presentism, and could identify the emotions that historical figures would have felt. La presente investigación tuvo como objetivo analizar la efectividad de la Empatía Histórica como recurso didáctico en la enseñanza de la Historia de Género para estudiantes de la región del Biobío, Chile. El estudio se basó en un enfoque cualitativo con un diseño fenomenológico y contó con una muestra de 120 estudiantes de educación secundaria. Para cumplir con el objetivo del estudio, se analizaron las bitácoras de trabajo realizadas por los estudiantes en cuatro actividades. Los resultados indicaron una comprensión y un rol activo frente a los roles de género por parte de los estudiantes. Sin embargo, se observó un reduccionismo histórico en la comprensión de ciertos aspectos de la experiencia femenina. En cuanto a la Empatía Histórica, los estudiantes lograron contextualizarse en la historia, evitando el presentismo, y pudieron identificar las emociones que habrían sentido los personajes históricos. Universidad Nacional del Litoral 2024-12-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/13850 10.14409/cya.2024.39.e0047 Clío & Asociados. La historia enseñada; Núm. 39 (2024): Clío & Asociados. La historia enseñada; e0047 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 39 (2024): Clío & Asociados. La historia enseñada; e0047 Clío & Asociados. La historia enseñada; n. 39 (2024): Clío & Asociados. La historia enseñada; e0047 2362-3063 0328-820X 10.14409/cya.2024.39 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/13850/19789 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/13850/19790 Derechos de autor 2024 Clío & Asociados. La historia enseñada
institution Universidad Nacional del Litoral
institution_str I-26
repository_str R-133
container_title_str Biblioteca Virtual - Publicaciones (UNL)
language Español
format Artículo revista
topic empatía histórica
recurso didáctico
Historia de género
estudiantes de secundaria
historical empathy
educational resource
Gender history
high school students
spellingShingle empatía histórica
recurso didáctico
Historia de género
estudiantes de secundaria
historical empathy
educational resource
Gender history
high school students
Soto-Benavides, Catalina
Yáñez-Valencia, Constanza
Vera-Sagredo, Angélica
The effectiveness of Historical Empathy as a teaching resource in the teaching of Gender History
topic_facet empatía histórica
recurso didáctico
Historia de género
estudiantes de secundaria
historical empathy
educational resource
Gender history
high school students
author Soto-Benavides, Catalina
Yáñez-Valencia, Constanza
Vera-Sagredo, Angélica
author_facet Soto-Benavides, Catalina
Yáñez-Valencia, Constanza
Vera-Sagredo, Angélica
author_sort Soto-Benavides, Catalina
title The effectiveness of Historical Empathy as a teaching resource in the teaching of Gender History
title_short The effectiveness of Historical Empathy as a teaching resource in the teaching of Gender History
title_full The effectiveness of Historical Empathy as a teaching resource in the teaching of Gender History
title_fullStr The effectiveness of Historical Empathy as a teaching resource in the teaching of Gender History
title_full_unstemmed The effectiveness of Historical Empathy as a teaching resource in the teaching of Gender History
title_sort effectiveness of historical empathy as a teaching resource in the teaching of gender history
description The present research aimed to analyze the effectiveness of Historical Empathy as a didactic resource in the teaching of Gender History for students in the Biobío region, Chile. The study was based on a qualitative approach with a phenomenological design and included a sample of 120 secondary school students. To meet the study's objective, the work logs created by the students in four activities were analyzed. The results indicated an understanding and active engagement in addressing gender roles by the students. However, a historical reductionism was observed in the comprehension of certain aspects of the female experience. Regarding Historical Empathy, the students were able to contextualize themselves in history, avoiding presentism, and could identify the emotions that historical figures would have felt.
publisher Universidad Nacional del Litoral
publishDate 2024
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/13850
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first_indexed 2025-02-05T23:06:14Z
last_indexed 2025-02-05T23:06:14Z
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