Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking

Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking

This study aims to analyze a meta-concept of historical thinking – historical evidence/sources, their reliability, and scientific method of analysis – in lower and upper secondary students from three schools in Zaragoza (Spain), and compare the results from the two stages of education to determine i...

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Autores principales: Rivero Gracia, Pilar, Aso Morán, Borja, García-Ceballos, Silvia
Format: Online
Sprog:spa
Udgivet: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
Online adgang:https://redie.uabc.mx/redie/article/view/4338
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id redie-article-4338
record_format ojs
institution REDIE
collection OJS
language spa
format Online
author Rivero Gracia, Pilar
Aso Morán, Borja
García-Ceballos, Silvia
spellingShingle Rivero Gracia, Pilar
Aso Morán, Borja
García-Ceballos, Silvia
Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking
author_facet Rivero Gracia, Pilar
Aso Morán, Borja
García-Ceballos, Silvia
author_sort Rivero Gracia, Pilar
title Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking
title_short Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking
title_full Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking
title_fullStr Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking
title_full_unstemmed Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking
title_sort progression of historical thinking in secondary school students: sources and critical thinking
description This study aims to analyze a meta-concept of historical thinking – historical evidence/sources, their reliability, and scientific method of analysis – in lower and upper secondary students from three schools in Zaragoza (Spain), and compare the results from the two stages of education to determine if there are levels of progression in historical education. The sample was made up of 231 students and the research was descriptive and qualitative in its methods, employing content analysis to analyze data and an ad hoc questionnaire to collect data. The results point to the existence of levels of knowledge, understanding, and historical and critical thinking that, while different, are limited and close to each other. The data analysis indicates that historical education is still at an early stage in terms of implementing historical thinking processes, necessary in 21st-century education.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4338
_version_ 1798984267926077440
spelling redie-article-43382024-05-03T18:47:51Z Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking Progresión del pensamiento histórico en estudiantes de secundaria: fuentes y pensamiento crítico Progressão do pensamento histórico em alunos de secundaria: fontes e pensamento crítico Rivero Gracia, Pilar Aso Morán, Borja García-Ceballos, Silvia enseñanza de las ciencias sociales enseñanza secundaria historia fuentes de información pensamiento crítico social science education secondary education history information sources critical thinking ensino de ciências sociais ensino secundário história fontes de informação pensamento crítico This study aims to analyze a meta-concept of historical thinking – historical evidence/sources, their reliability, and scientific method of analysis – in lower and upper secondary students from three schools in Zaragoza (Spain), and compare the results from the two stages of education to determine if there are levels of progression in historical education. The sample was made up of 231 students and the research was descriptive and qualitative in its methods, employing content analysis to analyze data and an ad hoc questionnaire to collect data. The results point to the existence of levels of knowledge, understanding, and historical and critical thinking that, while different, are limited and close to each other. The data analysis indicates that historical education is still at an early stage in terms of implementing historical thinking processes, necessary in 21st-century education. El presente estudio tiene como objetivo analizar un metaconcepto del pensamiento histórico –las pruebas/fuentes históricas, su fiabilidad y método científico de análisis– en estudiantes de secundaria y bachillerato de tres centros educativos de Zaragoza (España), y comparar los resultados de ambas etapas para comprobar si existen niveles de progresión en educación histórica. La muestra estuvo compuesta de 231 estudiantes; en la investigación se utilizaron métodos descriptivo-cualitativos y el análisis de contenido como técnica analítica de información, y como instrumento de recogida de datos un cuestionario ad hoc. Los resultados sugieren que existen diferentes niveles de conocimiento y comprensión y pensamiento histórico-crítico, pero limitados y próximos entre sí. El análisis de los datos indica que la educación histórica se encuentra en estado incipiente en la implementación de procesos de pensamiento histórico, necesarios en la educación del siglo XXI. O objetivo deste estudo é analisar um metaconceito do pensamento histórico – evidências/fontes históricas, sua confiabilidade e método científico de análise – em alunos de secundaria e do ensino médio de três centros educacionais de Zaragoza (Espanha), e comparar os resultados de ambas etapas para verificar se há níveis de progressão em educação histórica. A amostra foi composta por 231 alunos; a pesquisa utilizou métodos descritivo-qualitativos e a análise de conteúdo como técnica analítica de informação, e como instrumento de coleta de dados um questionário ad hoc. Os resultados sugerem que existem diferentes níveis de conhecimento e compreensão e pensamento histórico-crítico, mas limitados e próximos entre si. A análise dos dados indica que a educação histórica se  encontra em estado incipiente na implementação dos processos de pensamento histórico, necessários na educação do século XXI. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-03-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip https://redie.uabc.mx/redie/article/view/4338 10.24320/redie.2023.25.e09.4338 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-16 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-16 1607-4041 spa https://redie.uabc.mx/redie/article/view/4338/2384 https://redie.uabc.mx/redie/article/view/4338/2390 https://redie.uabc.mx/redie/article/view/4338/2408 https://redie.uabc.mx/redie/article/view/4338/2393 Derechos de autor 2023 Pilar Rivero Gracia, Borja Aso Morán, Silvia García-Ceballos https://creativecommons.org/licenses/by-nc/4.0

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