Pensamiento histórico en clave escolar para el diseño, implementación y evaluación de una línea de profundización en Ciencias Sociales

This article discusses an experience of pedagogical innovation and research involving curricular and classroom transformation as part of a process aimed at strengthening historical thinking skills among secondary school students with a vocational interest in humanities-related university programmes. The experience took place within the Specialized Secondary Education programme at Colegio Nacional Nicolás Esguerra, a public secondary school in Bogotá. The initiative is based on the selection and systematic development of four historical thinking skills: change and continuity, the use of histo rical sources, perspective, and historical narrative. These skills are organized into progressive and sequential modules through inquiry-, research-, and experimentation-based learning. This objective is also part of a broader change in the social sciences curriculum towards the development of process-oriented historical thinking.

Secondary education · Educator Training and Historical Pedagogy · Geography and Education Methods · History, Culture, and Society