EVOLUTION OF PRIMARY SCHOOL STUDENTS' CONCEPTIONS OF HISTORY AS A DISCIPLINE

The aim of this quasi-experimental research was to analyze the evolution of the conceptions of history as a discipline of 4th grade Primary School students, comparing an experimental group that followed an active methodology based on historical thinking with a control group which followed a traditional methodology. Before and after the classroom intervention, the students answered four items that were part of a mixed performance test. The results showed statistically significant differences in the intergroup comparison in the posttest and intragroup comparison, especially in the experimental group. Therefore, we suggest the implementation in the classroom of active methodologies based on historical thinking in order to improve the teaching-learning process of history and the students' conceptions of it.