Abstract
The teaching of history requires a process of change to encourage the active learning of historical research methods rather than the mere memorisation and the learning of concepts. The use of gamification can facilitate the development of the historical thinking skills. This quasi-experimental research had the aim of analysing the evolution of the conceptions on history as a subject of students in the fourth year of primary education in Spain. An experimental group, which worked with an active learning methodology based on gamification and historical thinking, was compared with a control group, which followed a traditional methodology. To achieve the aims of the research, a mixed performance test was applied to the students before and after the classroom intervention. The results demonstrated a higher degree of evolution in the students' conceptions in the experimental group. Therefore, the use of gamified active learning methodologies based on historical thinking is recommended in order to contribute towards the improvement of history education.
TopHistorical Thinking
The teaching and learning process of history takes place in two main ways in the classroom: On the one hand, education based on the use of the textbook and the learning by heart of information, dates and concepts; on the other hand, history may be taught based on constructivism and active methodologies which seek the comprehension of history as a narrative or interpretation of the past, placing emphasis on the historical method (Santisteban, 2010). The first method of teaching implies the transition of the idea of history as closed and neutral knowledge, whereas the second shows history as knowledge which can be questioned and is open to democratic debate (Miralles & Gómez, 2021; Shemilt, 1987b).
The latter approach is that which is related to historical thinking and, therefore, favours its development. It implies that students do not merely memorise past events, information and dates, which are known as first-order concepts, but that they should also develop the capacity to analyse, interpret and explain the past based on the critical analysis of sources. In other words, they learn the methods and techniques of historical research which make reference to strategic second-order concepts (Domínguez, 2015; Seixas & Morton, 2013; Thorp & Persson, 2020; VanSledright, 2004, 2011).
Key Terms in this Chapter
Second-Order Concepts: Procedural ideas about history that provide the necessary tools for the study of the past and the construction of historical explanations.
History: Science of investigating the past of people and human societies by analyzing different historical sources.
Conceptions of History: Ideas and perceptions concerning history and the work of historians.
Historians: Person who studies, researches, and writes about the past.
First-Order Concepts: Substantive knowledge of the content about the past, that is, past events, concepts, and dates.
Historical Thinking: Creative process based on the analysis and interpretation of different historical sources in order to generate historical narratives.
Historical Source: Source of information about the past whose analysis and interpretation allows the generation of historical narratives.