Historical and critical thinking in the educational context: a systematic review
Abstract
This systematic review analyzes research from the last 5 years on the development of historical and critical thinking in history teaching. Following PRISMA guidelines, 43 empirical articles were selected from databases such as ScienceDirect, Web of Science, Scopus and Education Source. The analysis included data systematization and the elaboration of a word cloud. The results show that, although historical and critical thinking present different definitions, they share some intellectual and thinking skills that, when working in synergy, favor the evaluation of evidence, the analysis of perspectives, reasoning and connection with current reality. In relation to teaching practices, skills in reading, writing, active methodologies, field trips and technology appear. The interpretation of the results suggests that we have to help the student to build critical citizenship and historical consciousness, to promote the understanding of history and its relevance in present and future life.
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References
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