Didactic Perspectives on the Interpretation of Historical Sources in Schools

Roger Jesús Echevarría Gonzales, Doris Fuster-Guillén, Yessenia Karina Rosell Garay, Hugo Walter Maldonado Leyva, Carlos Augusto Luy-Montejo

Research output: Contribution to journalArticlepeer-review


The purpose of this article is to offer a clear and concise overview of the didactic perspectives on the interpretation of historical sources that have been developed in recent years. To this end, we have considered it appropriate to dedicate a few paragraphs to the problems of current historical education and to the proposals that seek to remedy this situation. Likewise, we have specified the scope of historical thinking in history teaching and presented the main research associated with it. The exposition of these details has served as a preamble to the central development of the topic. In the main section, we have presented the treatment of historical sources as a methodological process, intimately related to their interpretation, which accounts for the skills and abilities that the student must develop for the satisfaction of historical research problems. As conclusions we emphasize the importance of the use of historical sources in the disciplinary and methodological understanding of the subject by the students. Finally, regarding the methodology used for the elaboration of this work, we have resorted to the bibliographic analysis of various sources of information, including theses, research articles and books, in order to provide a comprehensive overview of the topic we have proposed to investigate.

Original languageEnglish
Pages (from-to)433-443
Number of pages11
JournalInternational Journal of Early Childhood Special Education
Issue number2
StatePublished - 2021
Externally publishedYes

Bibliographical note

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  • Historical Competencies
  • Historical Sources
  • Historical Thinking
  • History Didactics


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