Critical thinking in the classroom

The historical method and historical discourse as tools for teaching social studies

Datos Bibliográficos

ID13077091
AutoresCarmen Burgos Videla (0000-0003-2718-8579, University of Atacama, autor de correspondencia), Marcos Parada-Ulloa, Marcos Parada Ulloa (0000-0001-6715-2592, University of Atacama), Javiera Martínez-Díaz (University of Tarapacá)
Año2025
Volumen10
Páginas1526437-1526437
Fecha de publicación2025-04-25
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Sociology (JOURNAL)
Identificadores de la revistaISSN: 2297-7775 • E-ISSN: 2297-7775
EditorialFrontiers Media (PUBLISHER • CH)
DOI10.3389/fsoc.2025.1526437
PMID40352943
OpenAlexW4409825173
IdiomaEN
Citas recibidas4
Referencias citadas23

The findings suggest that adopting a socio-critical approach to the teaching of History can transform the classroom into a space for active reflection, fostering a critical and socially engaged citizenry. The study underscores the need to promote teacher training processes that integrate these methodologies, as well as to encourage future empirical research to assess their impact in diverse educational settings. In sum, it advocates for a historical education that forms critically aware individuals, capable of interpreting the past and acting ethically in the present

Critical theory · Critical thinking · Epistemology · Pedagogy · Social science · Social studies · Sociology · Teaching method · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Innovative Teaching Methodologies in Social Sciences · Philosophy