Las ideas de los alumnos sobre lo que es verdad en historia

This research studies the progression of students’ ideas in the understanding of the concept of historical significance, particularly in connection with the notions of validity and truth in history, in a sample of English and Spanish 12 to 17 year-old students. Three types of levels of progression were defined: a) Factual clash; b) Partial / Temporal conflict; and c) Alternative interpretations. A model of progression in students’ understanding was generated through a quantitative and qualitative analysis considering these types. This model comprises different levels, from responses that show the idea of history as a compilation of information waiting to be found, through the distinction between different kinds of historical statements, and the acknowledgement that different kinds of historical statements require different treatments, to the awareness of questions of authorship and method in history writing, and the assessment of variations of significance beyond aspect, including the idea of scope and focus of «the narrative».