Key Competences and the Transfer of Social Knowledge: Perceptions of Secondary School Pupils

José María Álvarez-Martínez-Iglesias, Jesús Molina-Saorín, Pedro Miralles-Martínez and Francisco Javier Trigueros-Cano
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José María Álvarez-Martínez-Iglesias: Department of Didactics and School Organization, University of Murcia, 30100 Murcia, Spain
Jesús Molina-Saorín: Department of Didactics and School Organization, University of Murcia, 30100 Murcia, Spain
Pedro Miralles-Martínez: Department of Didactics of Mathematics and Social Sciences, University of Murcia, 30100 Murcia, Spain
Francisco Javier Trigueros-Cano: Department of Didactics of Mathematics and Social Sciences, University of Murcia, 30100 Murcia, Spain

Sustainability, 2021, vol. 13, issue 4, 1-15

Abstract: The aim of this work is to find out the perception that students in 4th year compulsory secondary education have of the teaching of key competences, as well as the possibility these have of being transferred to a real, everyday situation, according to what they have learned in the subject of Geography and History. For this, an intentional sample was configured in which more than 1400 subjects from 4th year of secondary education (in Spain) have participated, with a level of significance of 0.05 using a scale—original and unpublished—called (EPECOCISO—Evaluation of the Perception of Social Science Competences). It is a quantitative descriptive study in which—through an exploratory factorial analysis—factors 1, 2, and 3 have been selected for the realization of a descriptive study. Subsequently, correlation between factors has been established through the Pearson test and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables), through the chi-square independence test and Cramer’s V test (nominal) and the linearity test and Goodman’s and Kruskal’s Gamma test (ordinal). Finally, it can be concluded that a methodology based and organized around the development of critical thinking facilitates the acquisition of contents and competences, as well as allowing students to detect the possibility of transferring them and putting them into practice in a real situation that can be presented.

Keywords: competences; secondary education; assessment; geographical and historical knowledge; critical thinking (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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