<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412023000100109</article-id>
<article-id pub-id-type="doi">10.24320/redie.2023.25.e09.4338</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Progresión del pensamiento histórico en estudiantes de secundaria: fuentes y pensamiento crítico]]></article-title>
<article-title xml:lang="en"><![CDATA[Progression of Historical Thinking in Secondary School Students: Sources and Critical Thinking]]></article-title>
<article-title xml:lang="pt"><![CDATA[Progressão do pensamento histórico em alunos de secundaria: fontes e pensamento crítico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivero Gracia]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aso Morán]]></surname>
<given-names><![CDATA[Borja]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Ceballos]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412023000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412023000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412023000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio tiene como objetivo analizar un metaconcepto del pensamiento histórico -las pruebas/fuentes históricas, su fiabilidad y método científico de análisis- en estudiantes de secundaria y bachillerato de tres centros educativos de Zaragoza (España), y comparar los resultados de ambas etapas para comprobar si existen niveles de progresión en educación histórica. La muestra estuvo compuesta de 231 estudiantes; en la investigación se utilizaron métodos descriptivo-cualitativos y el análisis de contenido como técnica analítica de información, y como instrumento de recogida de datos un cuestionario ad hoc. Los resultados sugieren que existen diferentes niveles de conocimiento y comprensión y pensamiento histórico-crítico, pero limitados y próximos entre sí. El análisis de los datos indica que la educación histórica se encuentra en estado incipiente en la implementación de procesos de pensamiento histórico, necesarios en la educación del siglo XXI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to analyze a meta-concept of historical thinking - historical evidence/sources, their reliability, and scientific method of analysis - in lower and upper secondary students from three schools in Zaragoza (Spain), and compare the results from the two stages of education to determine if there are levels of progression in historical education. The sample was made up of 231 students and the research was descriptive and qualitative in its methods, employing content analysis to analyze data and an ad hoc questionnaire to collect data. The results point to the existence of levels of knowledge, understanding, and historical and critical thinking that, while different, are limited and close to each other. The data analysis indicates that historical education is still at an early stage in terms of implementing historical thinking processes, necessary in 21st-century education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo é analisar um metaconceito do pensamento histórico - evidências/fontes históricas, sua confiabilidade e método científico de análise - em alunos de secundaria e do ensino médio de três centros educacionais de Zaragoza (Espanha), e comparar os resultados de ambas etapas para verificar se há níveis de progressão em educação histórica. A amostra foi composta por 231 alunos; a pesquisa utilizou métodos descritivo-qualitativos e a análise de conteúdo como técnica analítica de informação, e como instrumento de coleta de dados um questionário ad hoc. Os resultados sugerem que existem diferentes níveis de conhecimento e compreensão e pensamento histórico-crítico, mas limitados e próximos entre si. A análise dos dados indica que a educação histórica se encontra em estado incipiente na implementação dos processos de pensamento histórico, necessários na educação do século XXI.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza de las ciencias sociales]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[historia]]></kwd>
<kwd lng="es"><![CDATA[fuentes de información]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="en"><![CDATA[social science education]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[history]]></kwd>
<kwd lng="en"><![CDATA[information sources]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="pt"><![CDATA[ensino de ciências sociais]]></kwd>
<kwd lng="pt"><![CDATA[ensino secundário]]></kwd>
<kwd lng="pt"><![CDATA[história]]></kwd>
<kwd lng="pt"><![CDATA[fontes de informação]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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