Currently, it is essential to develop historical thinking in students, prioritizing the mastery of second-order concepts. This research qualitatively and quantitatively evaluates the level of development of historical thinking among 8th grade, 1st and 2nd grade students in two schools of different administration in the region of Coquimbo, Chile. The results indicate that regardless of the educational level and institution, students use a greater number of first-order concepts than second-order concepts and that the best achieved concepts are Historical Significance and Change-continuity, while the least developed are Historical Evidence and Ethical dimension of history. These results represent a challenge to redefine or reorient the role of history in the school curriculum by adapting and strengthening students' historical thinking skills with a critical, interpretative and reflective character in order to improve historical education.