Development of Historical Thought in Primary Education: Analysis of an Intervention in Colombian Schools

Abstract

The main goal of this study was to analyze the development of historical thinking abilities in two groups of fourth graders in Colombian schools. The study consisted of the design, implementation, and evaluation of a three-month pedagogical intervention. After an initial assessment, nine learning activities were implemented. An Intervention Group (IG) received the intervention, while a Control Group (CG) served as a comparison. The assessment comprised three main areas (Historical Sources, Narratives, and Change and Continuity). The results of the intervention indicated that the IG performed better than the CG in the assessment. Introducing concepts that favor historical thinking development such as working with historical sources, identifying change and continuity, and constructing narratives, seems to promote the construction of historical knowledge in a complex way. Pedagogical interventions focused on the development of these concepts provide information on the progression of learning and the ability of children to understand the past.