Improving Elementary School Students' Understanding of Historical Time: Effects of Teaching with "Timewise"

Autor/inn/en	de Groot-Reuvekamp, Marjan; Ros, Anje; van Boxtel, Carla
Titel	Improving Elementary School Students' Understanding of Historical Time: Effects of Teaching with "Timewise"
Quelle	In: Theory and Research in Social Education, 46 (2018) 1, S.35-67 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2017.1357058
Schlagwörter	Elementary School Students; History; History Instruction; Teaching Methods; Elementary School Teachers; Effect Size; Intervention; Concept Formation; Quasiexperimental Design; Pretests Posttests; Experimental Groups; Control Groups; Comparative Analysis; Foreign Countries; Child Development; Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Ausland; Kindesentwicklung; Statistische Analyse; Niederlande
Abstract	The teaching of historical time is an important aspect in elementary school curricula. This study focuses on the effects of a curriculum intervention with "Timewise," a teaching approach developed to improve students' understanding of historical time using timelines as a basis with which students can develop their understanding of historical phenomena and periods. The study, in which 16 teachers from grade 2 (ages 7-8) and from grade 5 (ages 10-11) participated, represents the first curriculum intervention on the understanding of historical time in elementary schools in the Netherlands. The effects were measured in a quasi-experimental pre-/post-test design. Mixed model linear analyses showed that for both grade 2 and grade 5, students in the experimental condition (N = 396) scored significantly higher on the post-test than students in the control condition (N = 392), with a medium effect size. Implications for the teaching of historical time in elementary school and in teacher training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01