Didactics of History in Higher Education, enriched with audiovisual technologies and its impact on the promotion of self-concept of competence

ABSTRACT Throughout this century and as a result, above all, of the changes that have taken place in society, which is increasingly immersed in a culture and digital network reality, it has become increasingly necessary to rethink the teaching and learning processes. Educational institutions, namely in Higher Education, face the challenge not only of creating learning scenarios that promote the acquisition of knowledge but also of scenarios for the development of skills. In this sense, the use of cinema in Higher Education can assert itself as a very adequate strategy to revitalize the educational experience, and it is precisely the creation of pedagogical scenarios enriched with the presence of cinema and its language that we intend to analyze, describing its impact on the self-concept of competence of twenty undergraduate students, based on the qualitative analysis of their perceptions and narratives. The results show that the design of the environment, anchored in this model and in the use of audiovisual technologies, can have very positive effects on the self-concept of competence of undergraduate students, in terms of the different dimensions considered: Cognitive, Social, and Creativity. The implications of the results found are discussed, both from practical intervention and in terms of future investigations.

摘要 纵观本世纪，尤其是在社会发生深刻变革的背景下——当下社会日益融入文化与数字网络的现实语境中——重新审视教学与学习流程已成为愈发迫切的需求。高等教育（Higher Education）领域的教育机构不仅面临着构建能够促进知识习得的学习场景的挑战，同时还需打造用以培养学生综合能力的实践场景。有鉴于此，在高等教育中运用影视手段可成为激活教育体验的适宜策略。本研究旨在分析以影视及其语言为核心构建的丰富教学场景，并通过对20名本科生的感知与叙事开展的质性分析（qualitative analysis），探讨其对学生能力自我概念（self-concept of competence）的影响。研究结果显示，基于该模式并结合视听技术（audiovisual technologies）打造的教学环境，可在认知、社会与创造力三大维度层面，对本科生的能力自我概念产生极为积极的影响。文末将从实践干预与未来研究方向两个层面，对本研究结果的应用启示展开讨论。