- Improving pupils' understanding of historical time in primary school
C.A.M. van Boxtel
- Award date
- 23 November 2017
- Number of pages
- Document type
- PhD thesis
- Faculty of Humanities (FGw)
- Amsterdam School of Historical Studies (ASH)
The understanding of historical time is an essential aim for the subject of history. However, evaluations in the Netherlands show that that too few pupils at the end of primary school, reach a sufficient understanding of historical time, despite the implementation of the ten-era curriculum (2006), which aims at supporting pupils in their orientation in time. Therefore, the central question of this dissertation is: How can pupils’ understanding of historical time in primary school be improved? Five successive studies focus on the conceptualization of the understanding of historical time; on pupils’ development; on analyses of curricula on historical time in England and the Netherlands; on measurements of pupils’ performances; and on effective aspects of teaching and teacher training. This dissertation yielded in a model with objectives and stages on pupils' development in the understanding of historical time, an instrument to assess pupils' development and an overview of types of problems that might arise in pupils' reasoning while placing historical phenomena in time. Findings of the intervention study indicate that pupils’ development in the understanding of historical time can be stimulated from an early age, by teaching according to the objectives that are defined in the model, with a consistent use of timelines.
The model, assessment instrument, overview of types of problems, Timewise (the teaching approach that was developed with materials and resources on a website) and the professional development program for teachers can be useful for teachers in primary school, for teacher trainers, textbook editors and educational policy makers.
- Author's last name on the thesis title page: Reuvekamp.
Thesis (complete) (Embargo up to and including 23 November 2019)
Chapter 3: Primary school pupils’ performances in understanding historical time (Embargo up to and including 23 November 2018)
Chapter 4: “Everything was black and white...” primary school pupils’ naive reasoning while situating historical phenomena in time (Embargo up to and including 23 November 2019)
Chapter 5: Improving elementary school students’ understanding of historical time: effects of teaching with “timewise” (Embargo up to and including 23 November 2019)
Chapter 6: A successful professional development program in history: what matters? (Embargo up to and including 23 November 2019)
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