Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking

Abstract

This study aims to analyze a meta-concept of historical thinking –historical evidence/sources, their reliability, and scientific method of analysis –in lower and upper secondary students from three schools in Zaragoza (Spain), and compare the results from the two stages of education to determine if there are levels of progression in historical education. The sample was made up of 231 students and the research was descriptive and qualitative in its methods, employing content analysis to analyze data and an ad hoc questionnaire to collect data. The results point to the existence of levels of knowledge, understanding, and historical and critical thinking that, while different, are limited and close to each other. The data analysis indicates that historical education is still at an early stage in terms of implementing historical thinking processes, necessary in 21st-century education.

Keywords

• social science education
• secondary education
• history
• information sources
• critical thinking