Revistes Publicacions URV: Comunicació Educativa - revista d'ensenyament de les comarques meridionals de Catalunya> 2012

La precarietat de l’ensenyament de la historia en els primers nivells de primària. Implicacions negatives del paradigma piagetià

  • Identification data

    Identifier: RP:1620
    Handle: https://hdl.handle.net/20.500.11797/RP1620
    Authors:
    Serra, Josep
    Abstract:
    After drawing attention to the fact that the teaching of history in the initial levels of compulsory education is under threat, the author reviews the principal elements of Piaget’s paradigm and describes the negative repercussions resulting from the sui generis adaptation of his ideas. The author thus highlights the negative extrapolations caused by: a) giving too much importance to external, manipulative and exploratory activities, to the detriment of expository teaching; b) placing too much emphasis on the fact that students should discover ideas for themselves; c) placing too much value on the principle that learning must be related to a specific and tangible reality (always moving “from the new to the far” or “from the known to the unknown”); d) depending too heavily on the theory of stages; that is, an infant’s ability to understand the content of a discipline depends exclusively on their level of cognitive development

  • Others:

    Author, as appears in the article.: Serra, Josep
    Keywords: Ensenyament de la història
    Abstract: After drawing attention to the fact that the teaching of history in the initial levels of compulsory education is under threat, the author reviews the principal elements of Piaget’s paradigm and describes the negative repercussions resulting from the sui generis adaptation of his ideas. The author thus highlights the negative extrapolations caused by: a) giving too much importance to external, manipulative and exploratory activities, to the detriment of expository teaching; b) placing too much emphasis on the fact that students should discover ideas for themselves; c) placing too much value on the principle that learning must be related to a specific and tangible reality (always moving “from the new to the far” or “from the known to the unknown”); d) depending too heavily on the theory of stages; that is, an infant’s ability to understand the content of a discipline depends exclusively on their level of cognitive development A partir de la constatació que l’ensenyament de la història en els primers nivells de l’escolaritat obligatòria pateix una gran precarietat en el nostre entorn educatiu, l’articulista repassa els principals elements del paradigma piagetià i descriu les repercussions negatives que específicament ha tingut l’adaptació sui generis dels seus postulats. Així, doncs, exposa les extrapolacions negatives que ha comportat:a) donar massa importància a les activitats externes, manipulatives i exploratòries, en detriment de l’ensenyança expositiva;b) emfasitzar exageradament el fet que els escolars arribin per ells mateixos al descobriment de les nocions; c) sobrevalorar el principi que l’aprenentatge sempre necessiti el contacte amb la realitat concreta i propera (partir sempre “d’allò proper a allò llunyà” o “d’allò conegut a allò desconegut”); d) abusar de la teoria dels estadis: que la comprensió dels continguts d’una disciplina depèn exclusivament del nivell de desenvolupament cognitiu pel qual passa l’infant.
    Journal publication year: 2012
    Publication Type: ##rt.metadata.pkp.peerReviewed## info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article