Development of Historical Thought in Primary Education: Analysis of an Intervention in Colombian Schools

Autor/inn/en	Palacios Mena, Nancy; Garcia, Paula; Mosquera, María Lucia; Alarcón, Natalia
Titel	Development of Historical Thought in Primary Education: Analysis of an Intervention in Colombian Schools
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 11, S.93-115, Artikel 6 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Thinking Skills; History Instruction; Grade 4; Elementary School Students; Intervention; Teaching Methods; Comparative Analysis; Primary Sources; Learning Activities; Foreign Countries; Skill Development; Social Change; Task Analysis; Student Evaluation; Rating Scales; Colombia + Suchen Sie Ihr Suchwort? Denkfähigkeit; History lessons; Geschichtsunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Primärquelle; Lernaktivität; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Sozialer Wandel; Aufgabenanalyse; Schulnote; Studentische Bewertung; Rating-Skala; Kolumbien
Abstract	The main goal of this study was to analyze the development of historical thinking abilities in two groups of fourth graders in Colombian schools. The study consisted of the design, implementation, and evaluation of a three-month pedagogical intervention. After an initial assessment, nine learning activities were implemented. An Intervention Group (IG) received the intervention, while a Control Group (CG) served as a comparison. The assessment comprised three main areas (Historical Sources, Narratives, and Change and Continuity). The results of the intervention indicated that the IG performed better than the CG in the assessment. Introducing concepts that favor historical thinking development such as working with historical sources, identifying change and continuity, and constructing narratives, seems to promote the construction of historical knowledge in a complex way. Pedagogical interventions focused on the development of these concepts provide information on the progression of learning and the ability of children to understand the past. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01