Teaching Strategies for Developing Critical Thinking in University History Students Based on Gender Perspective and Generative Artificial Intelligence
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http://hdl.handle.net/10045/149225
Title: | Teaching Strategies for Developing Critical Thinking in University History Students Based on Gender Perspective and Generative Artificial Intelligence |
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Authors: | Fernández-Arrillaga, Inmaculada | Carrasco-Rodríguez, Antonio | Ávila-Martínez, María Teresa | San Mauro Martínez, Isabel | Beltrán Pastor, Sonia | Luz-Fernández, Nuria |
Research Group/s: | El Siglo XVIII Español. Monarquía e Iglesia | Investigación en Género (IG) |
Center, Department or Service: | Universidad de Alicante. Departamento de Historia Medieval, Historia Moderna y Ciencias y Técnicas Historiográficas | Universidad de Alicante. Instituto Universitario de Investigación de Estudios de Género |
Keywords: | Critical thinking | Gender perspective | Generative artificial intelligence | Early Modern History | Higher education |
Issue Date: | 2024 |
Editors: | Octaedro |
Citation: | Fernández-Arrillaga, Inmaculada, et al. (2024). "Teaching Strategies for Developing Critical Thinking in University History Students Based on Gender Perspective and Generative Artificial Intelligence". En: Satorre Cuerda, Rosana (ed.). La docencia universitaria en tiempos de IA. Barcelona: Octaedro. ISBN 978-84-1079-003-2, pp. 38-49 |
Abstract: | This article presents a project on educational innovation focused on evaluating the effectiveness of two teaching strategies for developing critical thinking in university students: integrating a gender perspective in learning Early Modern History and the use of Generative Artificial Intelligence (GenAI) as a tool to promote apprenticeship. Additionally, the project has a social goal: developing a critical awareness in students allowing them to understand problems and face the challenges of the educational world and society. The project was developed with the participation of students from four subjects, across three academic years (first, third, and fourth), in the Geography and Land Planning, History and Humanities Degrees at the University of Alicante, Spain. Students were required to exercise their critical thinking skills to complete assignments related to the presence of women in Early Modern Age Art, using GenAI as a tool and incorporating gender perspective. Moreover, students had utilized their critical thinking abilities to evaluate comments through surveys and textual, focusing the inclusion of gender perspective in History as well as the use of GenAI. The analysis of these sources of information demonstrates students developed their critical thinking skills by completing the assignments, a decisive ability for their professional future and for their formation as citizens committed to an inclusive and fairer society. |
Sponsor: | This work has been supported by a grant from the University Teaching Research Networks Program of the Institute of Education Sciences of the University of Alicante (call 2022). Ref.: 5815. |
URI: | http://hdl.handle.net/10045/149225 |
ISBN: | 978-84-1079-003-2 |
Language: | eng |
Tipe: | info:eu-repo/semantics/bookPart |
Rights: | © De la edición: Rosana Satorre Cuerda; del texto: Las autoras y autores; de esta edición: Ediciones OCTAEDRO, S.L. Esta publicación está sujeta a la Licencia Internacional Pública de Atribución/Reconocimiento-NoComercial 4.0 de Creative Commons. Puede consultar las condiciones de esta licencia si accede a: https://creativecommons.org/licenses/by-nc/4.0/. |
Publisher version: | http://hdl.handle.net/10045/149111 |
Appears in Collections: | Docencia - Redes ICE - Capítulos de Libros INV - EMI-XVIII-Iglesia - Capítulos de Libros INV - Investigación en Género - Capítulos de Libros |
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