TY - JOUR
T1 - Evaluación de temas controversiales. El caso chileno de la ocupación de la Araucanía
AU - Llancavil, Daniel Llancavil
AU - Montanares-Vargas, Elizabeth
AU - González-Marilicán, Matías
AU - Vásquez-Leyton, Gabriela
N1 - Publisher Copyright:
© 2023 Research Center of Universidad Pedagogica Nacional. All rights reserved.
PY - 2023
Y1 - 2023
N2 - The purpose of this research article is to analyse the evaluation practices from teachers of History, Geography and Social Sciences, in the Araucanía Region, when assessing the occupation of contributes to the formation of students and teachers who are open to dialogue and willing to build bridges aimed at bringing the different viewpoints of the people from this territory, in order to contribute towards social peace in the region. This study was carried out with a qualitative and descriptive methodology, using an instrumental case study design. From data analysis, obtained from interviews with 23 teachers of the region and a review of their evaluation tools, the data were grouped into categories and sub-categories with their respective evidence. The results of the study showed that teachers use evaluation strategies such as working with sources, research, oral and written presentations and debates. In addition, the evaluated knowledge and skills corresponding to those established in the school curriculum; also, it considers other knowledge emerging from the educational context in which this research is situated. Lastly, the findings allow us to affirm that the teachers in this study are beginning to include practices that are both innovative and focused on student learning in their evaluations.
AB - The purpose of this research article is to analyse the evaluation practices from teachers of History, Geography and Social Sciences, in the Araucanía Region, when assessing the occupation of contributes to the formation of students and teachers who are open to dialogue and willing to build bridges aimed at bringing the different viewpoints of the people from this territory, in order to contribute towards social peace in the region. This study was carried out with a qualitative and descriptive methodology, using an instrumental case study design. From data analysis, obtained from interviews with 23 teachers of the region and a review of their evaluation tools, the data were grouped into categories and sub-categories with their respective evidence. The results of the study showed that teachers use evaluation strategies such as working with sources, research, oral and written presentations and debates. In addition, the evaluated knowledge and skills corresponding to those established in the school curriculum; also, it considers other knowledge emerging from the educational context in which this research is situated. Lastly, the findings allow us to affirm that the teachers in this study are beginning to include practices that are both innovative and focused on student learning in their evaluations.
KW - Chile
KW - conflicto
KW - evaluation
KW - history teaching
KW - secondary school teacher
UR - http://www.scopus.com/inward/record.url?scp=85172877897&partnerID=8YFLogxK
U2 - 10.17227/rce.num89-14302
DO - 10.17227/rce.num89-14302
M3 - Artículo
AN - SCOPUS:85172877897
SN - 0120-3916
SP - 181
EP - 205
JO - Revista Colombiana de Educacion
JF - Revista Colombiana de Educacion
IS - 89
ER -