دورية أكاديمية
Promoting Historical Contextualization: The Development and Testing of a Pedagogy
| العنوان: | Promoting Historical Contextualization: The Development and Testing of a Pedagogy |
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| اللغة: | English |
| المؤلفون: | Huijgen, Tim (ORCID |
| المصدر: | Journal of Curriculum Studies. 2018 50(3):410-434. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Design Requirements, Pretests Posttests, History Instruction, Curriculum Development, Curriculum Design, Educational Principles, Context Effect, Teaching Methods, Historical Interpretation, Empathy, Secondary School Curriculum, Quasiexperimental Design, Learning Activities, Student Improvement, Foreign Countries, Focus Groups, Interviews, Intervention, Qualitative Research |
| مصطلحات جغرافية: | Netherlands |
| DOI: | 10.1080/00220272.2018.1435724 |
| تدمد: | 0022-0272 |
| مستخلص: | The aim of this explorative study was to develop and test a pedagogy aimed at promoting students' ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining the past, (2) enhancing the reconstruction of a historical context, (3) enhancing the use of the historical context to explain historical phenomena and (4) enhancing historical empathy. The effectiveness of these principles was explored in a lesson unit focusing on the seventeenth and eighteenth centuries. In a quasi-experimental pre-test-post-test design with experimental and control conditions, the effects of the pedagogy on 15- and 16-year-old students' ability to perform historical contextualization were examined (n = 131). The results indicated that students in the experimental condition significantly improved their ability to perform historical contextualization compared to students in the control condition. These findings could be used to help teachers and other educational professionals design and implement historical contextualization tasks and instructions. |
| Abstractor: | As Provided |
| Number of References: | 79 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1177218 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0022-0272 |
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| DOI: | 10.1080/00220272.2018.1435724 |