As explicações de alunos sobre o conflito Israelo-Árabe:
um estudo no 3º Ciclo do Ensino Básico (The students explanations
of the Israeli-Arab conflict: a study of the Third Cycle [High School])
Paula Dias
View article (In Portuguese)
Abstract
This work is grounded on the line of research about
students’ ideas in second order historical concepts, and relates
to a constructivist approach of learning. The central concept explored
was Historical Explanation, conceived as the search for an answer to a
question of “Why?” type about a particular historical situation
- the Israeli-Arab Conflict. The empirical, descriptive study of a qualitative
nature aimed to investigate the Explanatory Structure underlying students’
ideas considered in two constructs: Explanatory Mode and Factorial Weight.
Students attending the 3rd Cycle of Basic Schooling (7-9 grade) from the
Northen Portugal were the target population of this study. From this population,
a sample of 80 students ,attending five class-groups in a school located
in a rural environment, was selected. Data collection was carried out
in two phases: the Pilot Study and the Final Study. Data analysis was
guided by the Grounded Theory. This analysis gave rise to a model of students’
ideas organized in four levels: Level 1 – Description; Level 2 –
Restricted Explanation; Level 3 – Explanatory Account; Level 4 –
Explanatory Narrative. From that analysis some implications seen as important
to the History teaching are presented.
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