Didactic Guide to Strengthen Historical Thinking in Technical Agricultural High School Students
DOI:
https://doi.org/10.62697/rmiie.v5i3.410Keywords:
Historical thinking, Project-Based Learning, didactic guideAbstract
The teaching of History in Technical High School faces the challenge of moving beyond memorization-based approaches in order to promote historical thinking and a critical understanding of social processes. In the 2nd “B” class of the Agricultural Technical High School program at Chamanga Educational Unit, located in Muisne Canton, Esmeraldas Province, a predominance of expository teaching methods based on oral explanations and textbook use was identified, limiting students’ active participation in the analysis and interpretation of the past. In response to this problem, the aim of this study was to design a didactic guide based on Project-Based Learning to strengthen historical thinking among 35 students. A mixed-methods approach with an explanatory sequential design was employed. In the first phase, semi-structured interviews with teachers and direct classroom observations recorded in a field diary were conducted. Subsequently, a quantitative instrument was applied to diagnose five dimensions of historical thinking. The results revealed significant difficulties in historical critical thinking, source analysis, and temporal understanding. Based on these findings, a didactic guide structured around four phases of Project-Based Learning was designed, focusing on the dimensions that showed the greatest deficiencies. The proposal is consistent with the national Social Sciences curriculum and contemporary approaches to History education. It is concluded that this methodology constitutes a relevant alternative for strengthening historical thinking and promoting meaningful learning in rural Agricultural Technical High School contexts.
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Copyright (c) 2026 Lissette Annabelle Nazareno-Yanez, Wendy Gines Ramos-Saltos, Raúl Alejandro Montes de Oca-Celeiro
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