Comparison of different methods of teaching history: the effectiveness of creative tasks in the development of analytical thinking

Abstract

Purpose of the study. The purpose of this study is to analyze the effectiveness of the use of creative tasks in teaching history and their impact on the development of analytical thinking in students, comparing them with other methods of teaching this subject.

Research materials and methods. The study used a comprehensive analytical approach, as well as a review of the literature and previous research in the field. Through a systematic review and analysis of data from available sources, a comparative assessment of the effectiveness of various methods of teaching history was carried out, with an emphasis on the use of creative tasks and their impact on the development of analytical thinking among students.

The results of the study and their discussion. The results of the study showed that the use of creative tasks in teaching history significantly contributes to the development of analytical thinking among students in comparison with traditional teaching methods. The discussion revealed that creative tasks stimulate a deeper understanding of historical events, as well as develop the ability to analyze and synthesize information, which enriches the learning process and contributes to the formation of critical thinking among students.

Conclusion. In conclusion, the results of the study confirm the importance of introducing creative tasks into the educational process of history to stimulate students' analytical thinking. This approach not only enriches the educational experience, but also contributes to a deeper and more meaningful assimilation of historical knowledge.