Improving Elementary School Students' Understanding of Historical Time: Effects of Teaching With "Timewise". (2nd January 2018)

• Record Type: Journal Article
• Authors: de Groot-Reuvekamp, Marjan; Ros, Anje; van Boxtel, Carla
• Is Part Of: Theory and research in social education. Volume 46:Number 1(2018)
• Page Start: 35
• Page End: 67
• Publication Date: 2018-01-02
• Subjects: elementary school -- history -- teaching approach -- timeline -- understanding historical time; Social sciences -- Study and teaching -- Periodicals; 300.71
• DOI: 10.1080/00933104.2017.1357058
• Languages: English
• ISSNs: 0093-3104

Abstract

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.