The use of active strategies in Geography and History Classrooms in Secondary School

Abstract

This study analyses the use of active teaching strategies in geography and history classrooms in Compulsory Secondary Education between September 2020 and June 2023. For data collection, a questionnaire has been validated as a measurement instrument, which aims to investigate the didactic strategies incorporated in the area of geography and history. Out of a total of 365 responses, cooperative learning is the most used methodology, followed by project-based learning and problem-based learning; to a lesser extent, flipped classroom and gamification, and finally, service-learning has a very low use in Geography and History classrooms. These approaches promote active student participation, the development of critical thinking, and the practical application of knowledge. In addition, the analysis shows that teachers combine several active methods in the face of different educational needs. From the findings detected, we suggest the need to reflect on the limitations of the implementation of these teaching strategies and to find the appropriate channels for teacher training in them and an advance in the field of Social Sciences teaching at Secondary level.