The purpose of this study is to evaluate the effects of an implementation of eight didactic units on historical thinking and active methods as part of a teacher training programme. All this with four specific objectives that try to find out changes in the methodology, motivation, satisfaction and learning of the students. To this end, the research is carried out by means of a mixed method using quantitative data, obtained from a pretest/posttest, and qualitative data, obtained from a focus group and interviews. The target groups of the teaching units are secondary and high school students aged between 13 and 18 years. A total of 114 students of these students participated in the data collection with a pretest/posttest, six master students in the focus group, and three teachers and three secondary and high school students were interviewed. The results obtained indicated that significant differences of medium effect were found in the pre and post phase factor in learning and satisfaction, and of large effect in methodology and motivation. As for the gender factor, significant differences of small effect were found in motivation and satisfaction, with higher values for women. The positive statements of both master’s students and high school students and teachers were quite striking, although the limitations and difficulties must be highlighted. It is concluded that the design of this type of didactic units has meant a significant improvement, achieving that the students have developed a notorious improvement in their perception of the objectives studied
