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dc.contributor.authorEchevarría Gonzales, Roger Jesús
dc.contributor.authorFuster Guillén, Doris
dc.contributor.authorRosell Garay, Yessenia Karina
dc.contributor.authorMaldonado Leyva, Hugo Walter
dc.contributor.authorLuy Montejo, Carlos Augusto
dc.date.accessioned2023-10-17T16:24:56Z
dc.date.available2023-10-17T16:24:56Z
dc.date.issued2021
dc.identifier.citationEchevarría, R. J., Fuster, D., Rosell, Y. K., Maldonado, H. W., & Luy, C. A. (2021). Didactic perspectives on the interpretation of historical sources in schools. International Journal of Early Childhood Special Education, 13(2), 433-443. https://doi.org/10.9756/INT-JECSE/V13I2.211080es_PE
dc.identifier.other.es_PE
dc.identifier.urihttps://hdl.handle.net/11537/34526
dc.descriptionEl texto completo de este trabajo no está disponible en el Repositorio Académico UPN por restricciones de la casa editorial donde ha sido publicado.es_PE
dc.description.abstractThe purpose of this article is to offer a clear and concise overview of the didactic perspectives on the interpretation of historical sources that have been developed in recent years. To this end, we have considered it appropriate to dedicate a few paragraphs to the problems of current historical education and to the proposals that seek to remedy this situation. Likewise, we have specified the scope of historical thinking in history teaching and presented the main research associated with it. The exposition of these details has served as a preamble to the central development of the topic. In the main section, we have presented the treatment of historical sources as a methodological process, intimately related to their interpretation, which accounts for the skills and abilities that the student must develop for the satisfaction of historical research problems. As conclusions we emphasize the importance of the use of historical sources in the disciplinary and methodological understanding of the subject by the students. Finally, regarding the methodology used for the elaboration of this work, we have resorted to the bibliographic analysis of various sources of information, including theses, research articles and books, in order to provide a comprehensive overview of the topic we have proposed to investigate.es_PE
dc.formatapplication/pdfes_PE
dc.language.isoenges_PE
dc.publisherInternational Journal of Early Childhood Special Educationes_PE
dc.rightsinfo:eu-repo/semantics/closedAccesses_PE
dc.sourceUniversidad Privada del Nortees_PE
dc.sourceRepositorio Institucional - UPNes_PE
dc.subjectHistorical competencieses_PE
dc.subjectHistorical sourceses_PE
dc.subjectHistorical thinkinges_PE
dc.subjectHistory didacticses_PE
dc.titleDidactic perspectives on the interpretation of historical sources in schoolses_PE
dc.typeinfo:eu-repo/semantics/articlees_PE
dc.publisher.countryPEes_PE
dc.identifier.journalInternational Journal of Early Childhood Special Educationes_PE
dc.description.peer-reviewRevisión por pareses_PE
dc.subject.ocdehttps://purl.org/pe-repo/ocde/ford#5.03.01es_PE
dc.description.sedeBreñaes_PE
dc.identifier.doihttps://doi.org/10.9756/INT-JECSE/V13I2.211080


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