Impact of Active Methodologies and Critical Pedagogy on History Learning: A Quasi-Experimental Study in University Students

Abstract

The academic literature highlights that active methodologies and critical pedagogy significantly influence learning and competency development. This quasi-experimental study investigates the impact of these methodologies in the subject of History Didactics, focusing on the simulation of trials of historical figures. Forty-eight third-year Primary Education degree students participated. Learning achievements were measured before and after the implementation of these methodologies. The results showed significant improvements in the achievement of learning objectives, competencies, and values. The historical trials activity was the most valued, standing out for its immersive and participatory nature. This study provides a solid foundation for future research and the development of effective educational programs.