Análisis de las actividades de los libros de texto de Historia de Bachillerato: una mirada desde el pensamiento histórico.

Abstract

Given the urgent need to allow for the development of historical thinking in the teaching and learning of History, the present research aims to propose a teaching guide of activities that contributes to the development of historical thinking in first-year high school students. For the study, first a theoretical foundation of the categories associated with historical thinking and activities of the textbook is constructed. Then, the activities of the textbook are classified according to the type of historical concept, cognitive demand and type of activity. Finally, based on the results found, a teaching guide of activities is designed and validated that complements the activities already proposed in the textbook for the development of historical thinking. The study is developed through a mixed approach using content analysis as the main method. For data collection and coding, a code book and an analysis sheet are prepared. While, for data analysis, frequency and percentage tables, contingency tables and a word cloud are generated in SPSS and MaxQda. The results show that the textbooks are dominated by activities related to first-order concepts and short questions with low cognitive demands. Therefore, the teaching guide of activities will allow the creation of activities aligned with first- and second-order historical concepts, with high levels of demand and a variety of types of activities that contribute to the development of historical thinking.