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ERIC Number: EJ1171060
Record Type: Journal
Publication Date: 2018
Pages: 33
Abstractor: As Provided
ISSN: ISSN-0093-3104
Improving Elementary School Students' Understanding of Historical Time: Effects of Teaching with "Timewise"
de Groot-Reuvekamp, Marjan; Ros, Anje; van Boxtel, Carla
Theory and Research in Social Education, v46 n1 p35-67 2018
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.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A