Mapas y mentefactos conceptuales como herramientas para el aprendizaje significativo de la enseñanza de la historia

Abstract

This research examines how mindsets and concept maps allow the development of historical thinking of eighth grade students to make history learning meaningful. The main objective is to determine how the meaningful learning theory of Ausubel contributes to the development of historical thought and to implement in history classes the use of the conceptual maps of Novack and Gowin, and conceptual mindsets of De Zubiría as a didactic strategy for the teaching of History, formulating a didactic guide for history teachers that allows its implementation as a strategy to develop historical thinking in students, in such a way that reflexive and critical students are formed, who can be linked with suitability in the dynamics and demands that it demands the society in which they live.