دورية أكاديمية
A Systematic Review of Pedagogical Interventions on the Learning of Historical Literacy in Schools
| العنوان: | A Systematic Review of Pedagogical Interventions on the Learning of Historical Literacy in Schools |
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| اللغة: | English |
| المؤلفون: | Kim Wilson (ORCID |
| المصدر: | History Education Research Journal. 2023 20(1). |
| الإتاحة: | UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Information Analyses Tests/Questionnaires |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | History Instruction, Intervention, Instructional Effectiveness, Elementary School Students, Secondary School Students, Skill Development, Educational Research, Scaffolding (Teaching Technique), Heuristics, Teaching Methods |
| تدمد: | 2631-9713 |
| مستخلص: | Over the past thirty years, there has been a growing body of research investigating the efficacy of pedagogical interventions to enhance the historical literacy skills of primary and secondary school students. However, there exists no systematic review or meta-analysis summarising the impact of such research or the efficacy of interventions trialled. The purpose of this systematic review is to identify pedagogies that have a demonstrable effect on students' historical literacy skills, with a particular interest in those pedagogies that have a measurable positive effect on historical epistemological knowledge and skills. Findings of this review indicate that when a discrete historical epistemological knowledge or skill is targeted by a pedagogical intervention that utilises a discipline-specific scaffolded heuristic, there is greater likelihood of positive outcomes for student learning. However, the significant heterogeneity between studies, and the diversity in the comparisons being made by the included studies, make it difficult to identify the most effective intervention. This systematic review establishes the characteristic features of pedagogical historical literacy interventions from the available research reporting credible findings. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1403644 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2631-9713 |
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