Didactic resources for learning historical contents in primary students

Abstract

Teaching resources play a fundamental role in the learning of historical content, as when used properly from a systemic conception, they help motivate students toward what they must learn, making the learning process more lasting and objective, while aiding in the clear and precise representation of the historical facts, phenomena, and processes they study. This article is based on the results obtained from mixed-method research, which revealed the need to model teaching resources to improve the learning of historical content among fifth-grade students at the 'Mario Muñoz Monroy' Educational Institution, located in the Centro Habana municipality. Certain recurring issues were identified in practice, such as difficulties in the spatiotemporal location of historical events, phenomena, and processes, as well as rote learning of content. Theoretical methods (analysis-synthesis, inductive-deductive, modeling, and structural-systemic approach) and empirical methods (observation, pedagogical testing, analysis of activity products, and methodological triangulation) were used, supplemented by percentage analysis for data tabulation. Two groups of teaching resources were designed: the first aimed at addressing historical figures and the actions of the masses, and the second focused on learning the internal features of historical events, explicitly including the spatiotemporal dimension. The article aims to present teaching resources that contribute to the learning of historical content among fifth-grade students, spark their interest in studying their national history, and strengthen their historical knowledge to enhance the quality of learning Cuban History.