APLICABILIDAD DE LA DINÁMICA DE GRUPOS EN LA ENSEÑANZA DE LA HISTORIA PARA ESTUDIANTES DE EDUCACIÓN GENERAL DE 5.º Y 6.º GRADO: UNA REVISIÓN INTEGRADORA.

Abstract

Teaching history requires increasingly creative approaches from educators, particularly when considering the applicability of group activities for 5th and 6th-grade students. Faced with contemporary educational challenges, traditional methods focused solely on rote memorization no longer fully meet students' needs. Group activities emerge as an innovative solution, enabling students to engage actively and develop critical thinking, collaboration, and problem-solving skills. This integrative review aimed to analyze how group activities can be used to foster more meaningful and collaborative learning in history education, drawing on insights from articles regarding pedagogical practices. The sample comprised ten articles published in specialized journals between 2018 and 2024, alongside two articles from 2012 and 2014. The results highlighted a variety of implemented group activities—including games, simulations, debates, and hands-on tasks—and underscored benefits such as strengthened teamwork, improved communication, and the stimulation of creativity. The study concludes that the use of group activities represents a crucial shift away from the traditional model, promoting a participatory, student-centered education capable of shaping critical citizens. However, the effectiveness of these strategies relies on institutional commitment to supporting and training educators.