Resumo

RUIZ ZUNIGA, Marcela Alejandra  e  HENRIQUEZ, Rodrigo. How do students respond to historical problems?. Perfiles educativos [online]. 2022, vol.44, n.176, pp.102-119.  Epub 17-Abr-2023. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2022.176.60102.

This essay characterizes the construction of causal connections made by high school students in a didactic sequence centered on a historical problem and the use of evidence. Historical sense is elaborated considering agents, facts, and their causal relations. A mixed sequential qualitative-quantitative methodological approach is used to analyze a corpus of 119 causal connections. In the qualitative phase, we identify, through codes, the organizational mode of the causal connections (antecedent, foundation, consequent). In the quantitative phase, a multidimensional cluster analysis of these connections establishes 5 groups, coded according to the type and causal function of the historical factor. The results indicate that the foundation of the relationship between antecedent and consequent is scarce; Mostly the antecedent is attributed the causation. The historical factors used are: political-social entity (37 percent), historical concept (29.4 percent), historical actor (9.2 percent). The predominant causal functions are properties of agency and temporality.

Palavras-chave : history learning; essay; academic writing; qualitative method; quantitative method; specific didactics.

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