Temas controvertidos y apps para el desarrollo de la competencia social y cívica. Análisis de la efectividad del Proyecto 1936 en la formación inicial docente

Abstract

In order to form critical citizenship, history teaching and learning should foster the development of social and civic competence. To this end, it is necessary to introduce changes in teaching methods and the training of future teachers. The aim of this research is to evaluate the effectiveness of the 1936 Project in initial teacher training, as well as to verify whether there are differences between perceptions of participating and non-participating students with respect to the use of innovation strategies, interest in the study of history, and the acquisition of social and civic competence. A total of 239 students from the UPV/EHU Primary Education Degree participated: 116 in the experimental group and 122 in the control group. A 21-item questionnaire was used, divided into three variables. Analyses of mean differences and their respective effect sizes, and multiple linear regression analyses were carried out. Following the teaching intervention, a statistically significant increase of high magnitude was observed in all variables for the experimental groups. We can conclude that the introduction of innovative teaching strategies, such as the approach to socially controversial topics and the use of technological teaching resources, increase interest in studying history and indirectly affect the development of social and civic competence.