THE DIDACTICS OF HISTORY IN PRIMARY EDUCATION: AN INTERVENTION PLAN TO INCREASE THE MOTIVATION AND ENGAGEMENT OF THE STUDENTS

Abstract

The little motivation and engagement students have regarding the subject of Social Science is crucial to understand the lack of knowledge of basic elements of history such as historical events and cultural heritage. Different investigations have been conducted related to TIC¿s, historical heritage, new approaches and Spanish history, for understanding the roots of this problem. Added to the misuse of methodologies and TIC¿s and the insufficient preparation of some professionals in this field, has led to an increment of disengagement from the students. By analyzing the different objectives and possibilities that could be done in a class of fifth grade of primary education of CEIP Pasamonte, with positive environment and climate and mid-high academic performance, an intervention plan is introduced to enhance their motivation and participation towards the subject of Social Science. A Student-Centered Approach methodology, accompanied by active learning, and seven different activities about the Spanish history through the 15th to 17th centuries, cultural aspects and important events, are proposed in this intervention plan. A summative evaluation is carried out, where numeric data that is collected from the students, and an improvement plan is introduced for future implementations. A continuous analysis of this data has been done during the whole process, searching for fluctuations in students¿ behavior, with very positive outcomes. Once the intervention plan was ended, data was compared and conclusions were made, comparing the data of the academic performance of the students prior to, while and after the intervention plan. The outputs were positive, as it did not only decrease the students lack of motivation and engagement, but there was a significant improvement of the academic performance of all the class. Therefore, it is proposed that the issue might not solely on the students, but also in how teachers apply and combine methodologies, work with activities and prepare themselves as ¿new historians¿.