Temporal thinking as a tool for the meaningful learning of historical time

The goal of this study, which employed the quantitative method of correlational design with temporal thinking and significant historical time learning as research variables, was to ascertain the relationship between the degree of temporal thinking and significant historical time learning as part of the competencies in the social sciences. The participants consisted of 178 Peruvian high school students. The research technique used was a survey with a questionnaire made up of 20 multiple-choice items, with reliability confirmed by sufficient Cronbach's alpha, and review by expert judgment. The results of the study revealed statistically that the level of temporal thinking is significantly related to the level of significant learning of the historical time. Also, Spearman's correlation coefficient with a positive relationship of low level is evidenced. In conclusion, the study’s findings indicated that the understanding of historical time as part of temporal thinking acts as a cognitive organizer of historical knowledge, and therefore, determines the significant learning of historical time.