Desarrollo del pensamiento histórico e identidad cultural en Bachillerato de instituciones educativas fiscales ecuatorianas

Diana Vanesa Lacera Crespo; Roddy Fabricio Espinales Véliz; Moises Javier Triviño Alcivar; Diego Armando Bravo Vera; Carlos Antonio Mendoza Vera

doi:10.63803/prisma.v2n2.32

Authors

Diana Vanesa Lacera Crespo Unidad Educativa Thomas More Author https://orcid.org/0009-0009-2103-2494
Roddy Fabricio Espinales Véliz Ministerio de Educación del Ecuador Author https://orcid.org/0009-0003-7936-0315
Moises Javier Triviño Alcivar Ministerio de Educación del Ecuador Author
Diego Armando Bravo Vera Ministerio de Educación del Ecuador Author https://orcid.org/0009-0004-5826-6167
Carlos Antonio Mendoza Vera Unidad Educativa La Salle Author

DOI:

https://doi.org/10.63803/prisma.v2n2.32

Keywords:

Historical thinking, Cultural identity, Pedagogical practices, High school education, Ecuadorian education, Social studies didactics

Abstract

This study analyzed the effect of a pedagogical intervention based on local history, source analysis, argumentative debate, and digital narratives on the development of historical thinking and cultural identity among high school students from public educational institutions in Manta, Ecuador. A quantitative approach was employed, using a quasi-experimental pretest-posttest design with a nonequivalent control group. The sample consisted of 120 students from the Unified General Baccalaureate, distributed into an experimental group of 60 participants and a control group of 60 participants. A historical thinking assessment rubric and a cultural identity questionnaire were used for data collection. The intervention was conducted over eight weeks and included 16 sessions. The results showed a greater increase in the experimental group in both historical thinking, whose mean score rose from 52.69 to 70.09, and cultural identity, which increased from 59.72 to 73.88. The analysis of covariance revealed statistically significant differences between the groups in both variables (p < .001). It is concluded that active and contextualized teaching strategies promote the development of historical thinking and strengthen cultural identity among high school students.

Downloads

Download data is not yet available.

References

Bastero et al. (2023). Cultural astronomy in formal education: An interdisciplinary approach. arXiv. https://doi.org/https://arxiv.org/

Bada. (2020). Invisibilidad y construcción de la identidad cultural en estudiantes indígenas. Horizonte de la Ciencia, 10(19), 1–10. https://doi.org/10.26490/uncp.horizonteciencia.2020.19.590

Banks. ( 2020). An introduction to multicultural education (6th ed.). Pearson. .

Barton, y Levstik . (2021). Teaching history for the common good. Routledge.

Carretero et al. . (2020). Palgrave handbook of research in historical culture and education. Palgrave Macmillan.

Chinga et al. (2024). La enseñanza de la historia local como estrategia para fortalecer la identidad cultural. Revista Multidisciplinar Epistemología de las Ciencias.

Esteban-Guitart. (2021). Funds of identity in education: Theory, methods, and practice. Educational Psychology Review, 33, 1–17. https://doi.org/10.1007/s10648-020-09554-1

Fernandez Soria. (2020). Identidad cultural y derecho a la educación. Contextos Educativos, 26, 23–39. https://doi.org/10.18172/con.4445

Giroux. (2020). On critical pedagogy. . Bloomsbury Publishing. .

Guamán Gomez et al. (2020). La enseñanza de la historia como herramienta para la construcción de la identidad nacional. Universidad y Sociedad, 12(5), 62–70.

Lévesque, y Clark . (2021). Historical thinking: Definitions and educational implications. Journal of Curriculum Studies, 53(2), 1–15. https://doi.org/10.1080/00220272.2020.1806344

Nieto. (2021). Language, culture, and teaching: Critical perspectives (3rd ed.). . Routledge. .

Rizvic et al. (2020). Interactive digital storytelling: Bringing cultural heritage into the classroom. arXiv. https://doi.org/https://arxiv.org/

Rodríguez-Arocho. (2020). Funds of knowledge and funds of identity in dialogue with the theory of subjectivity. Estudios de Psicología. https://doi.org/10.1080/02109395.2019.1711348

Seixas, y Morton. (2020). The big six historical thinking concepts. . Nelson Education. .

UNESCO. ( 2021). Reimagining our futures together: A new social contract for education. . UNESCO Publishing. .

VanSledright. (2022). Assessing historical thinking and understanding: Innovative designs for new standards. . Routledge. .

Wineburg. (2021). Why learn history (when it’s already on your phone). University of Chicago Press. .

Zuluaga, y Largo. (2020). Educación propia como rescate de la autonomía y la identidad cultural. Praxis, 16(2), 179–186. https://doi.org/10.21676/23897856.3657