The use of methods in teaching History: a mixed exploratory study at the Ciego de Ávila University, Cuba

• Arroix Jiménez, Tahimi ^[3] ; Sánchez Castillo, Verenice ^[1] ; Colala Troya, Ana Lucía ^[2] ; Pérez Gamboa, Alfredo Javier ^[4]
  1. [1] Universidad de la Amazonia

     Universidad de la Amazonia

     Colombia

     
  2. [2] Universidad Nacional de Loja

     Universidad Nacional de Loja

     Loja, Ecuador

     
  3. [3] Universidad de Ciego Ávila. Ciego de Ávila, Cuba.
  4. [4] Centro de Investigación Educativa, Naturaleza, Cultura e Innovación para la Amazonia. Caquetá, Colombia.

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• Localización: Salud, Ciencia y Tecnología - Serie de Conferencias, ISSN-e 2953-4860, Vol. 2, Nº. 0, 2023 (Ejemplar dedicado a: Salud, Ciencia y Tecnología - Serie de Conferencias)
• Idioma: inglés
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• Dialnet Métricas: 10 Citas
• Resumen

  • The development of scientific thinking is an imperative for university students. In the specific case of careers whose social responsibility is the education of future generations, it constitutes a fundamental need due to its projection in the teaching-learning processes. The objective of the research was to analyze the relationship between scientific research methods with the methods of teaching History for the development of scientific thinking. It was based on a mixed embedded design, with a sequential strategy and descriptive scope. The results suggest the need to delve deeper into the didactic design of History teaching, particularly with regard to the logical relationship between investigative and didactic methods that contribute to the development of scientific thinking. It was concluded that, despite there being an educational model for professional training oriented towards achieving learning results to develop scientific thinking, investigative-didactic methodological alternatives are required, since its effective implementation in the classroom has presented limitations due to that university professors must have methodological preparation focused on students as required by contemporary pedagogical models.