Publication: Pensamiento histórico y crítico en el contexto educativo: una revisión sistemática
Authors
Reyes Parra, Paola Andrea ; Navarro Roldán, Claudia Patricia ; Santisteban Fernández, Antoni
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Publisher
Universidad de Murcia. Servicio de publicaciones
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DOI
https://doi.org/10.6018/pantarei.611711
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info:eu-repo/semantics/article
Description
Abstract
Revisión sistemática que acoge la guía PRISMA en cuanto al método, el protocolo y registro, criterios de elegibilidad y fuentes de información. Se responde a ¿cómo se conceptualizan el pensamiento histórico y el pensamiento crítico en la enseñanza de la historia? y ¿qué prácticas de enseñanza se implementan? La búsqueda de documentos en ScienceDirect, Web of Science, Scopus y Education Source, con una ecuación de búsqueda basada en operadores booleanos y palabras clave, permite seleccionar 43 artículos. Los resultados evidencian que para usar los constructos pensamiento histórico y el pensamiento crítico se solapan habilidades para evaluar evidencias, analizar perspectivas, razonar y relacionar el pasado y el presente. Las prácticas de enseñanza de la historia incluyen lectura, escritura, metodologías activas, salidas de campo y el uso de TIC. Se concluye que, el desarrollo de ambos tipos de pensamiento favorece la comprensión histórica y fomenta una visión crítica y constructiva del presente.
Systematic review following the PRISMA guidelines regarding the method, protocol and registration, eligibility criteria, and information sources. It addresses the questions: How are historical thinking and critical thinking conceptualized in history education? and What teaching practices are implemented? A comprehensive search of ScienceDirect,Web of Science, Scopus, and Education Source databases, using a Boolean search strategy and relevant keywords, resulted in the selection of 43 articles. The results reveal that historical thinking and critical thinking constructs intersect in their emphasis on skills like evidence evaluation, perspective analysis, reasoning, and making connections between past and present. Teaching practices in history education encompass reading, writing, active learning methodologies, fieldwork, and the integration of ICT. The findings suggest that developing both historical and critical thinking skills supports deeper historical understanding and promotes a critical and constructive engagement with the present.
Systematic review following the PRISMA guidelines regarding the method, protocol and registration, eligibility criteria, and information sources. It addresses the questions: How are historical thinking and critical thinking conceptualized in history education? and What teaching practices are implemented? A comprehensive search of ScienceDirect,Web of Science, Scopus, and Education Source databases, using a Boolean search strategy and relevant keywords, resulted in the selection of 43 articles. The results reveal that historical thinking and critical thinking constructs intersect in their emphasis on skills like evidence evaluation, perspective analysis, reasoning, and making connections between past and present. Teaching practices in history education encompass reading, writing, active learning methodologies, fieldwork, and the integration of ICT. The findings suggest that developing both historical and critical thinking skills supports deeper historical understanding and promotes a critical and constructive engagement with the present.
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Citation
Panta Rei. Revista digital de Historia y Didáctica de la Historia, vol.18, (2024).
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