Recursos didácticos y desarrollo del pensamiento histórico en estudiantes de educación secundaria: una revisión sistemática

Rolando Félix Benites Ramos; Elizabeth Rivas Roque

doi:10.59659/revistatribunal.v6i17.553

Recursos didácticos y desarrollo del pensamiento histórico en estudiantes de educación secundaria: una revisión sistemática

Instructional Resources and the Development of Historical Thinking among Secondary Education Students: A Systematic Review

Autores/as

Rolando Félix Benites Ramos
Universidad César Vallejo. Lima, Perú
https://orcid.org/0009-0005-7165-9499
Elizabeth Rivas Roque
Universidad César Vallejo. Lima, Perú
https://orcid.org/0000-0002-2692-3888

Resumen
Abstract

Introducción: La enseñanza de la Historia en educación secundaria enfrenta el desafío de superar la transmisión de contenidos y promover habilidades cognitivas complejas vinculadas con el análisis, la interpretación y la explicación del pasado. En este contexto, los recursos didácticos adquieren relevancia cuando se integran a experiencias de aprendizaje orientadas al desarrollo del pensamiento histórico. Objetivo: Analizar la producción científica sobre los recursos didácticos empleados para desarrollar el pensamiento histórico en estudiantes de educación secundaria. Metodología: Se realizó una revisión sistemática siguiendo los lineamientos PRISMA. La búsqueda se efectuó en las bases de datos Scopus, Web of Science, SciELO, Dialnet y Redalyc. Se seleccionaron 30 artículos originales publicados entre 2022 y julio de 2026, relacionados con el uso de recursos didácticos y el desarrollo del pensamiento histórico en educación secundaria. Resultados: Los hallazgos evidenciaron que las fuentes históricas, los libros de texto, los recursos digitales, el patrimonio y las representaciones gráficas favorecen el desarrollo del pensamiento histórico cuando se articulan con actividades de elevada exigencia cognitiva. Asimismo, se identificaron patrones asociados con la mediación docente, la argumentación sustentada en evidencias y la contextualización de los acontecimientos históricos. La efectividad de estos recursos depende de su integración en tareas que trasciendan la recuperación memorística de información. Conclusiones: Los recursos didácticos presentan potencial formativo para desarrollar el pensamiento histórico cuando promueven procesos de análisis, interpretación, argumentación y construcción de explicaciones sobre el pasado. Su utilización requiere una mediación docente intencional que articule las representaciones y fuentes históricas con tareas cognitivamente desafiantes.

Introduction: History education at the secondary level faces the challenge of moving beyond content transmission and promoting complex cognitive skills related to the analysis, interpretation, and explanation of the past. In this context, instructional resources become particularly relevant when integrated into learning experiences aimed at developing historical thinking. Objective: To analyze the scientific literature on instructional resources used to develop historical thinking among secondary education students. Methodology: A systematic literature review was conducted following the PRISMA guidelines. The search was performed in the Scopus, Web of Science, SciELO, Dialnet, and Redalyc databases. Thirty original articles published between 2022 and July 2026 addressing the use of instructional resources and the development of historical thinking in secondary education were selected. Results: The findings showed that historical sources, textbooks, digital resources, heritage, and graphic representations contribute to the development of historical thinking when integrated with cognitively demanding learning activities. Patterns associated with teacher mediation, evidence-based argumentation, and the contextualization of historical events were also identified. The effectiveness of these resources depends on their integration into tasks that go beyond the memoristic retrieval of information. Conclusions: Instructional resources have significant educational potential for developing historical thinking when they promote processes of analysis, interpretation, argumentation, and the construction of explanations about the past. Their use requires intentional teacher mediation that connects historical representations and sources with cognitively challenging tasks.

Cómo citar

Benites Ramos, R. F., & Rivas Roque, E. (2026). Recursos didácticos y desarrollo del pensamiento histórico en estudiantes de educación secundaria: una revisión sistemática. Revista Tribunal, 6(17), 1-21. https://doi.org/10.59659/revistatribunal.v6i17.553

Número

Vol. 6 Núm. 17 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Octubre – Diciembre 2026

Sección

Artículos de Revisión

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Benites Ramos, R. F., & Rivas Roque, E. (2026). Recursos didácticos y desarrollo del pensamiento histórico en estudiantes de educación secundaria: una revisión sistemática. Revista Tribunal, 6(17), 1-21. https://doi.org/10.59659/revistatribunal.v6i17.553

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