Back When God Was Around and Everything”
Elementary Children’s Understanding of Historical Time
Datos Bibliográficos
| ID | 8222932 |
|---|---|
| Autores | Keith C Barton (0000-0002-6758-6806, Northern Kentucky University, autor de correspondencia), Linda S Levstik (University of Kentucky) |
| Año | 1996 |
| Volumen | 33 |
| Número | 2 |
| Páginas | 419-454 |
| Fecha de publicación | 1996-06-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Educational Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312033002419 |
| OpenAlex | W2137666028 |
| Idioma | EN |
| Citas recibidas | 47 |
| Referencias citadas | 14 |
In order to investigate elementary children’s understanding of historical time, we conducted open–ended interviews with 58 children from kindergarten through sixth grade. In order to overcome the limitations of previous research in this area, we asked children to place pictures from various periods of American history in order and to talk about their reasoning. We found that even the youngest children made some basic distinctions in historical time and that those became increasingly differentiated with age. Dates, however, had little meaning for children before third grade, and, although third and fourth graders understood the numerical basis of dates, only by fifth grade did students extensively connect particular dates with specific background knowledge. At all ages, children’s placement of most pictures revealed substantial agreement with one another and with the correct order; this agreement indicates a significant body of understanding of historical chronology. History instruction in the elementary grades, then, might productively focus on helping students refine and extend the knowledge they have gained about history; information which relies on dates, however, is unlikely to activate their temporal understanding
Aesthetics · Developmental psychology · Mathematics education · Meaning (existential · Order (exchange · Period (music · Educator Training and Historical Pedagogy · Geography Education and Pedagogy · History · Psychology · Values and Moral Education
“It Wasn't a Good Part of History”
Tiempo e historia en Educación Primaria en España
Exploring third-grade students’ historical distancing strategies throughout an inquiry on African American history
‘Stretch your answers’
Del Tiempo Histórico a La Conciencia Histórica
From the Mouths of Children
Primary students’ perceptions of history and time
Eliciting Historical Thinking
Some people even died’
Pour une pensée politique à l’école
A successful professional development program in history
Teaching content in practice
You'd Be Wanting to Know about the Past
Making Sense of “Best Practice” in Teaching History
Intensive Document-Based Instruction in a Social Studies Methods Course and Student Teachers' Attitudes and Practice in Subsequent Field Experiences
Social Studies in the Elementary Classroom
Historical Thinking in the Third Grade
Teaching Elementary Students How to Interpret the Past
Teaching and Learning Multiple Perspectives
Development of historical understanding among 9- to 14-year old children
How Can We Plan for Progression in Primary School History
Thinking Aloud about History
Ambitious Teaching in an Age of Accountability
Student Teachers Thinking Historically
Research, Instruction, and Public Policy in the History Curriculum
Missing in Interaction
Theorizing the Use of Aesthetic Texts in Social Studies Education
Primary-Grade Students' Knowledge and Thinking about Food Production and the Origins of Common Foods
Beginning Social Studies Teachers' Integration of Technology in the History Classroom
Can Studying Adolescents’ Thinking Amplify High-Leverage Social Studies Teaching Practice? Challenges of Synthesizing Pedagogies of Investigation and Enactment in School–Institutional Contexts
Improving Elementary School Students’ Understanding of Historical Time
Using Geographic Information System (GIS) Technology to Enhance Elementary Students' Geographic Understanding
The Theory Behind How Students Learn”
Elicitation Techniques
It's Just the Facts, or is it? The Relationship between Teachers' Practices and Students' Understandings of History
Misremembering as Mediated Action
What is slavery?”
(Un)Restricting feminism
That’s When We Became a Nation”
Telling American Stories
A Sociocultural Perspective on Children’s Understanding of Historical Change
Using Embedded Visual Coding to Support Contextualization of Historical Texts
Facilitating Whole-Class Discussions in History
Reflecting on Elementary Children's Understanding of History and Social Studies
Learning from Young Adolescents
History Education and National Identity in Northern Ireland and the United States
Donning Wigs, Divining Feelings, and Other Dilemmas of Doing Research in Devoutly Religious Contexts
| Obras citantes distintas | 47 |
|---|---|
| Citas por año | 1,57 |
| Intervalo de citas | 1996 - 2025 (30) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 47 |