Improving Elementary School Students’ Understanding of Historical Time
Effects of Teaching With “Timewise”
Bibliographic Data
| ID | 11070977 |
|---|---|
| Authors | Marjan de Groot-Reuvekamp (Fontys University of Applied Sciences, corresponding author), Anje Ros (0000-0002-3502-3806, Fontys University of Applied Sciences), Carla Van Boxtel (0000-0002-5119-121X, University of Amsterdam) |
| Year | 2018 |
| Volume | 46 |
| Issue | 1 |
| Pages | 35-67 |
| Publication date | 2018-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2017.1357058 |
| OpenAlex | W2748824643 |
| Language | EN |
| Citations received | 7 |
| References cited | 21 |
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
Curriculum · Intervention (counseling · Mathematics education · Pedagogy · Primary education · Statistics · Teaching method · Test (biology · Timeline · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Mathematics · Psychology
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Tradition
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,88 |
| Citation span | 2018 - 2023 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |