Active methodologies for developing critical thinking in social studies teaching

Abstract

Social Studies education is vital in helping learners better understand historical events, various social problems, and how to engage in their communities. However, the reliance on lecture-based, memorization-based approaches to teaching may limit students' ability to analyze, argue, and participate in discussions. The present study aimed at assessing the effect of active methodologies on students' critical thinking, understanding, and engagement. A mixed-methods descriptive non-experimental cross-sectional field study was conducted with the use of 80 students, three teachers and one school authority from Guayaquil. Quantitative data were collected using Likert-type surveys and qualitative data – via semi-structured interviews. Based on the data analysis process, we found that the implementation of visual and technological aids along with collaborative activities was viewed positively, whereas the scores associated with participation was relatively low. Overall, it should be concluded that with proper pedagogical planning and teachers training active methodologies can promote students' critical thinking.