Teaching to think historically in the High school in contemporary times

Abstract

During the health contingency period due to the covid-19 pandemic, faculty, students and institutions were forced to find solutions to continue classes remotely. This situation, together with other circumstances, evidenced the need to have intellectual tools that allow high school students to face the present. Bearing this in mind, an educational intervention was design based on a series of activities to initiate these students in the development of historical thinking. Some principles of the Flipped Classroom were recovered since it sought to take advantage of the expansion in the use of digital tools and platforms in the school environment. The results obtained were positive since it was possible to initiate the development of one of the skills of historical thinking: the historical perspective. However, the interest in the topics of the activities, the lack of study habits, the level of communicative expression and the digital fatigue of the students impose a greater challenge to achieve the objective.