Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
logo

Artículos de Investigación

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Relación entre storytelling y argumentación histórica en estudiantes de primer grado de secundaria

The relationship between storytelling and historical argumentation in first-year secondary school students
Publicado
2026-11-13
Contexto: El storytelling se emplea con frecuencia en la enseñanza de las ciencias sociales, aunque su vínculo con la argumentación histórica carece de evidencia suficiente en el contexto peruano. Objetivo: Determinar la relación entre ambas variables en estudiantes de primer grado de secundaria de la institución educativa Liceo Trujillo, durante 2025. Método: Se adoptó un enfoque cuantitativo, con diseño no experimental, transversal y alcance correlacional. La muestra estuvo conformada por 162 estudiantes seleccionados mediante muestreo no probabilístico por conveniencia. Resultados: Los hallazgos mostraron predominio del nivel excepcional en el uso y del nivel sólido en la argumentación. Además, la correlación de Spearman no resultó significativa. Conclusión: No existe evidencia de asociación entre las variables en la muestra estudiada, por lo que la narración, por sí sola, no explica el desarrollo de la argumentación histórica y requiere complementarse con andamiajes orientados al análisis de fuentes y a la construcción de
Context: Storytelling is frequently used in social studies education, yet its link to historical argumentation lacks sufficient evidence within the Peruvian context. Objective: To determine the relationship between these two variables among first-year secondary school students at the Liceo Trujillo educational institution in 2025. Method: A quantitative approach was adopted, utilizing a non-experimental, cross-sectional design with a correlational scope. The sample consisted of 162 students selected through non-probabilistic convenience sampling. Results: The findings indicated a predominance of an exceptional level in the use of storytelling and a solid level in historical argumentation. Furthermore, the Spearman correlation was not statistically significant. Conclusion: There is no evidence of an association between the variables in the studied sample; therefore, storytelling alone does not account for the development of historical argumentation. It must be complemented by scaffolding focused on the analysis of sources and the construction of evidence-based explanations.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

Referencias

  1. Adriaansen, R. J. (2024). From Concept to Classroom. Historical Consciousness and History Education. Passato e Presente(123). https://doi.org/10.3280/PASS2024-123006
  2. Benites, R. F., y Rivas, E. (2026). Recursos didácticos y desarrollo del pensamiento histórico en estudiantes de educación secundaria: una revisión sistemática. Revista Tribunal, 6(17), 1-21. https://doi.org/10.59659/revistatribunal.v6i17.553
  3. Calvas, M. G. (2025). La construcción del pensamiento histórico en estudiantes de Educación General Básica: una revisión de la literatura. Revista Mexicana de Investigación e Intervención Educativa, 4(2), 151-160. https://doi.org/10.62697/rmiie.v4i2.189
  4. Dessingué, A. (2024). Rethinking Historical Relevance in the 21st Century: An Exploration of Historical Consciousness Among High School Students in Norway. Nordidactica. Journal of Humanities and Social Science Education, 14(3), 48-75. https://doi.org/10.62902/nordidactica.v14i2024:3.26118
  5. Ferretti, R. P., Van Horne, S., May, H., Mead, H., Zhang, H., Song, Y., y Sabatini, J. (2026). Improving argumentative writing and argumentative knowledge of English Language Learners and non-English Language Learners through dialogic instruction: a mixed-effects regression analysis. Reading and Writing, 39(3), 1055-1083. https://doi.org/10.1007/s11145-025-10754-5
  6. Hegedus, P., y Abkhezr, P. (2026). The Story Festival: Building Intercultural Dialogue With Secondary Students Through the Art of Storytelling. Studies in Art Education, 67(2), 193-211. https://doi.org/10.1080/00393541.2026.2630615
  7. Husemann, C. (2023). Investigating subject-specific writing skills and historical reasoning in historical explanations: a study of 7th-and 8th-grade comprehensive school students in North Rhine-Westphalia, Germany. History Education Research Journal, 20(1). https://doi.org/10.14324/HERJ.20.1.06
  8. Ibrahim, N. H., y Kamaruddin, A. (2026). Narración en la educación secundaria: una revisión sistemática de los impactos pedagógicos. Actualidades Pedagógicas(87). https://doi.org/10.19052/ap.vol1.iss87.5505
  9. Kindenberg, B. (2025). Navigating narrative and analysis: students’ mediation of historical content through storytelling. Language and education, 39(1), 91-110. https://doi.org/10.1080/09500782.2024.2362907
  10. Landrieu, Y., De Smedt, F., Van Keer, H., y De Wever, B. (2024). Argumentation in collaboration: The impact of explicit instruction and collaborative writing on secondary school students’ argumentative writing. Reading and Writing, 37(6), 1407-1434. https://doi.org/10.1007/s11145-023-10439-x
  11. Logtenberg, A., Schellings, G. L., Van Boxtel, C., y Van Hout, B. (2024). Student questioning: What does questioning reveal about prior knowledge, historical reasoning and affect? Historical Encounters, 11(1), 113-135. https://doi.org/10.52289/hej11.108
  12. Lucero, M., Montanero, M., y Van Boxtel, C. (2024). Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction. Instructional Science, 52(4), 557-581. https://doi.org/10.1007/s11251-024-09659-7
  13. Macnaught, L., Matruglio, E., y Doran, Y. (2023). Using historical evidence: the semantic profiles of ancient history exam responses in senior secondary school. Historical Encounters, 10(1), 76-99. https://doi.org/10.52289/hej10.106
  14. Marczyk, A. A., Jay, L., y Reisman, A. (2022). Entering the historiographic problem space: Scaffolding student analysis and evaluation of historical interpretations in secondary source material. Cognition and Instructional, 40(4), 517-539. https://doi.org/10.1080/07370008.2022.2042301
  15. Ningsih, T. Z., y Abidin, N. F. (2022). The development of historical thinking assessment to examine students’ skills in analyzing the causality of historical events. European Journal of Educational Research, 11(2), 609-619. https://doi.org/10.12973/eu-jer.11.2.609
  16. Nkanu, C. U., Asogwa, U. D., Bisong, A. E., Imoke, J. E., Effiong, A. A., Ekpo, E.-E., Abam, O.-G. T., Idaka, E. I., Kingsley, C. E., Monity, F. M., Akpo, F. A., Bessong, E., Ekpoto, D. F. y Adie, P. I. (2024). Effect of digital storytelling on secondary school students’ self-efficacy in civic education. International Journal of Information and Education Technology, 14(6), 883-889. https://doi.org/10.18178/ijiet.2024.14.6.2114
  17. Nokes, J. D., y De La Paz, S. (2023). Historical argumentation: Watching historians and teaching youth. Written Communication, 40(2), 333-372. https://doi.org/10.1177/07410883221148679
  18. Olivares, C. I., y Peinado, A. (2024). Análisis documental del currículo nacional de la educación básica regular peruana. ConCiencia EPG, 9(2), 10-27. https://revistaconcienciaepg.edu.pe/ojs/index.php/55551/article/view/171
  19. Oppong, C. A., y Essiaw, P. (2024). Historical contextualisation in primary school history textbooks in Ghana. Humanities and Social Sciences Communications, 11(1), 767. https://doi.org/10.1057/s41599-024-03238-4
  20. Paricio, J., García, S., y Rubio, A. (2022). Epistemic beliefs and pre-service teachers’ conceptions of history instruction. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.865222
  21. Quileste, R., Ladrera, C. J., Paquit, J. D., Joromo, K. F. M., Omictin, J., Calipay, A., y Siton, J. (2026). Framing Historical Thinking Through a Localized Rubric for Senior High School Social Studies. International Journal on Social and Education Sciences, 8(4), 737-752. https://www.researchgate.net/publication/414886300_Framing_Historical_Thinking_Through_a_Localized_Rubric_for_Senior_High_School_Social_Studies
  22. Rivero, P., Aso, B., y García, S. (2023). Progresión del pensamiento histórico en estudiantes de secundaria: fuentes y pensamiento crítico. Revista electrónica de investigación educativa, 25. https://doi.org/10.24320/redie.2023.25.e09.4338
  23. Sabido, J., Bellatti, I., y Fuentes, C. (2022). El aprendizaje del tiempo en estudiantes de Educación Secundaria: resultados de rendimiento máximo. Revista Fuentes, 24(1), 1-14. https://doi.org/10.12795/revistafuentes.2022.19893
  24. Shalom, M., y Gross, Z. (2022). The link between memory, narrative and empathy in teaching difficult knowledge in holocaust education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.866457
  25. Steiss, J., Wang, J., Grace, Y. S., y Booth, C. (2024). US secondary students’ source-based argument writing in history. Written Communication, 41(4), 693-725. https://doi.org/10.1177/07410883241263549
  26. Stoel, G. L., Logtenberg, A., y Nitsche, M. (2022). Researching epistemic beliefs in history education: A review. Historical Encounters, 9(1), 11-34. https://doi.org/10.52289/hej9.102
  27. Ten Peze, A., Janssen, T., Rijlaarsdam, G., y Van Weijen, D. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science, 52(3), 341-383. https://doi.org/10.1007/s11251-023-09647-3
  28. Ter Beek, M., Opdenakker, M. C., Deunk, M. I., Strijbos, J. W., y Huijgen, T. (2022). Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability. History Education Research Journal, 19(1), 1-16. https://doi.org/10.14324/HERJ.19.1.02
  29. Tirado, S., Escribano, A., Moreno, J. R., y Alvén, F. (2025). Historical thinking and historical consciousness competencies in Lukio (Finland) and Högstadiet (Sweden) national exams. Revista Portuguesa de Educação, 38(2). https://doi.org/10.21814/rpe.39542
  30. UNESCO. (2022). Reimaginar juntos nuestros futuros. Un nuevo contrato social para la educación. Perfiles educativos, 44(177), 200-212. https://doi.org/10.22201/iisue.24486167e.2022.177.61072
  31. Van Der Eem, M., Van Drie, J., Brand, S., y Van Boxtel, C. (2025). Students evaluating the trustworthiness of historical sources and internet sources: A comparison. British educational research journal, 51(2), 665-686. https://doi.org/10.1002/berj.4095
  32. Zhussupova, R., y Shadiev, R. (2023). Digital storytelling to facilitate academic public speaking skills: case study in culturally diverse multilingual classroom. Journal of Computers in Education, 10(3), 499-526. https://doi.org/10.1007/s40692-023-00259-x