Volume/Issue :

Article type :

Original article

Page No :

24-45

Abstract :

School history content in recent years has been shifting away from the "grand" story of history towards historical literacy, based on critical thinking and historical research skills. This encourages the explora-tion of the possibilities of developing these skills from primary school onwards, using a variety of ac-tive learning methods in social education classes. The aim of the study was to determine whether the targeted use of timeline tasks in the educational process can improve the historical time comprehension skills of third grade pupils in Lithuanian primary schools. The focus of the study was the use of timeline tasks in the understanding of historical time. The aim of the study was to explore the changes in the historical time comprehension skills of 3rd grade pupils in a primary school when timeline tasks are purposefully applied in the educational process. An action re-search study was carried out, 16 educational activities were organized in two primary school third grade classes. In one classroom, 8 activities involved the purposeful use of timeline tasks. Students' historical time comprehension skills in the category of timeline application were assessed through quantitative and qualitative content analysis of the questionnaires completed by students. It was found that before the educational activities, some of the pupils in grade 3 had not reached the level of devel-oping understanding of historical time at level A in the category of application of the timeline. A com-parative analysis of the data after the educational activities showed that the pupils in Class X who worked on the timeline tasks during the educational activities achieved higher results than their peers in Class Y who did not work on the timeline tasks during the educational activities. The results of the study suggest that the use of timeline activities in history learning enables students to better orient themselves in historical time and to achieve higher learning outcomes.

Keywords :

understanding historical time, timeline application, primary education, action research

References :

Ausubel, D. P. (1968). Educational psychology. A cognitive view. Holt, Rinehart and Winston.
Bakker, A. (2018). Design research in education: A practical guide for early career researchers. Routledge.
Barton, K. C., & Levstik, L. S. (1994). „Back when god was around and everything“: Elementary children‘s understanding of historical time. ERIC. https://eric.ed.gov/?id=ED370716
Blow, F., Lee, P., & Shemilt, D. (2012). Time and chronology. Conjoined twins or distant cousins? Teaching History, 147, 26–34. https://eric.ed.gov/?id=EJ982086
Booth, M. (1980). A modern world history Course and the thinking of adolescent pupils. Education Review, 32(3), 245–257. https://doi.org/10.1080/0013191800320302
Card, J. (2011). Using visual sources to understand the arguments for women‘s suffrage. Teaching History, 143, 15–9. https://www.history.org.uk/publications/resource/4650/using-visual-sources-to-understand-the-arguments-f
Cooper, H. (2012). History 5 – 11: A guide for teachers. Routledge.
Cutajar, A. (2019). Understanding the past with visual images: Developing a framework for analysing moving – image sources in the history classroom. The educator, 5, 101–120. https://mut.org.mt/wp-content/uploads/2019/12/The-Educator-5-2019.pdf#page=107
Dawson, A. (2004). Time for chronology? Ideas for developing chronological understanding. Teaching History, 117, 14–24.
De Groot-Reuvekamp, M. (2017). Timewise: Improving pupils’ understanding of historical time in pri-mary school. PhD thesis. http://dare.uva.nl/search?identifier=b7f872f9-d8b1-4314-a0c7-d71e9da5e8bb
De Groot-Reuvekamp, M., Ros, A., & Van Boxtel. (2019). „Everything was black and white ...“ Prima-ry school pupils’ naive reasoning while situating historical phenomena in time. Education 3–13: International Journal of Primary, Elementary and Early Years Education 47(1), 18–33. http://dx.doi.org/10.1080/03004279.2017.1385642
De Groot-Reuvekamp, M., Ros, A., & Van Boxtel, C. (2018). A successful professional development program in history: what matters? Teaching and Teacher Education 75, 290-301.
De Groot-Reuvekamp, M., Ros, A., & Van Boxtel. (2018). Improving elementary school students’ un-derstanding of historical time: Effects of teaching with „Timewise“. Theory & Research in So-cial Education, 46(1), 35–67. https://doi.org/10.1080/00933104.2017.1357058
De Groot-Reuvekamp, M., Ros, A., Van Boxtel, C. & Oort, F. (2017). Primary school pupils’ perfor-mances in understanding historical time. Education 3–13: International Journal of Primary, Elementary and Early Years Education, 45(2), 227–242. http://dx.doi.org/10.1080/03004279.2015.1075053
De Groot-Reuvekamp, M. J., Van Boxtel, C., Ros, A., & Harnett P. (2014). The understanding of histor-ical time in the primary history curriculum in England and the Netherlands. Journal of Cur-riculum Studies, 46(4), 487–514. http://www.tandfonline.com/eprint/HFkGbceQmXAVSDsXuYzt/full
Egan, K. (1982). What does Piaget’s theory describe? Teachers College Record, 84(2), 453–476. https://doi.org/10.1177/016146818208400213
Friedman, W. J. (1991). The development of children’s memory for the time of past events. Child Development, 62(1), 139–155. https://doi.org/10.2307/1130710
Grever, M. (2009). Geen identiteit zonder oriëntatie in de tijd. Over de noodzaak van chronologie [No identity without orientation in time. On the necessity of chronology]. BMGN – Low countries Historical Review, 438–452. https://doi.org/10.18352/bmgn-lchr.7015
Haworth, B. (1976). Film in the classroom. In: P. Smith (Ed.), The historian and film. Cambridge University Press.
Hodkinson, A. (2004). Does the English curriculum for history and its schemes of work effectively promote primary-aged children’s assimilation of the concepts of historical time? Some observations based on current research. Educational Research, 46(2), 99–117. https://doi.org/10.1080/0013188042000222403
Hoodless, P. A. (2002). An investigation into children’s developing aware – ness of time and chronology in story. Journal of Curriculum Studies. https://www.tandfonline.com/doi/abs/10.1080/00220270110080962
Hudgins, B. B. (1977). Learning and thinking. A prime for teachers. Illinois: F. E. Peacock.
Hunt, L. (2008). Measuring time, making history. Central European University Press. https://books.openedition.org/ceup/810
Jahoda, G. (1963). Children’s concepts of time and history. Educational Review, 15, 87–104. https://doi.org/10.1080/0013191630150201
Kynigos, C. (2015). Constructionism: Theory of learning or theory of design?. In: Cho, S. (Eds), Selected Regular Lectures from the 12th International Congress on Mathematical Education. Springer. https://doi.org/10.1007/978-3-319-17187-6_24
Levstik, L. S., & Barton, K. C. (1996). They still use some of their past: Historical salience in elementary children’s chronological thinking. Journal of Curriculum Studies, 28(5), 531–576. https://eric.ed.gov/?id=EJ543756
Levstik, L. S., & Pappas, C. C. (1987). Exploring the development of historical understanding. Journal of Research and Development in Education, 21(1), 1–15.
Masterman, E., & Rogers, Y. (2002). A framework for designing interactive multimedia to scaffold young children’s understanding of historical chronology. Instructional Science, 30, 221–241. https://link.springer.com/article/10.1023/A:1015133106888
McAully, J.D. (1961). What Understandings do second grade children have of time relationships? Journal of Educational Research 54(8), 312–314.
Piaget, J. (1969). The child’s conception of time. Basic Books.
Prangsma M. E., Van Boxtel, C. A. M., & Kanselaar, G. (2008). Developing a ‘big picture’: Effects of collaborative construction of multimodal representations in history. Instructional Science, 36, 117–136. https://doi.org/10.1007/s11251-007-9026-5
Roth, H. (1968). Kind und Geschichte. Psychologische Voraussetzungen des Geschichtsunterrichts in der Volksschule. [Child and History. Psychological presuppositions of history education in elementary school]. Im Kösel Verlag.
Rüsen, J. (2012). Tradition: A principle of historical sense-generation and its logic and effect in historical culture. Special issue: Tradition and History, 51(4), 45–59. https://doi.org/10.1111/j.1468-2303.2012.00646.x
Seixas, P. (2006). Theorizing historical consciousness. University of Toronto Press.
Sole, G. (2019). Children’s understanding of time: A study in a primary history classroom. History Education Research Journal, 16(1), 158–173. https://doi.org/10.18546/HERJ.16.1.13
Stow, W., & Haydn, T. (2000). Issues in the teaching of chronology. In Arthur, J., Phillips, R. ed., Issues in History Teaching, p. 83–97. Routledge.
Thornton, S. J., & Vukelich, R. (1988). Effects of children's understanding of time concepts on historical understanding. Theory and Research in Social Education, 16, 69–82.
Visuomeninio ugdymo bendroji programa [Framework programme for public education] (2022). Vilnius. https://www.emokykla.lt/bendrosios-programos/visos-bendrosios-programos/50
Wilschut, A. (2012). Images of time: The role of historical consciousness of time in learning history. Information Age Publishing.
Žemgulienė, A. (2020). Istorinio laiko supratimas pradinėse klasėse: ugdymo lūkesčiai ir pasiekimai [Historic time perception in primary classes: Educational expectations and achievements]. Acta Paedagogica Vilnensia, 44, 114–128. https://doi.org/10.15388/ActPaed.44.8
Žemgulienė, A. (2017). 4 klasės mokinių istorinio laiko tėkmės supratimo gebėjimai: pasaulio pažinimo programos atnaujinimo gairės [4-th graders’ understanding of historical time: Guidelines for updating the world studies curriculum]. In D. Jakavonytė–Staškuvienė, E. Sakadolskienė (red.,), Mokslu grįsto švietimo link: recenzuotų mokslo straipsnių rinkinys [Towards research-based education: an edited collection of research studies] (pp. 382–437). LEU leidykla. https://www.lituanistika.lt/content/76792
Žukauskienė, R. (2012). Raidos psichologija: integruotas požiūris [The psychology of development: an integrated approach]. Margi raštai.

Cite as :

Žemgulienė, A., & Ožalaitė, O. (2024). Laiko juostos užduočių taikymas mokant suprasti istorinį laiką pradinės mokyklos 3 klasėje [Using timeline activities to understand historical time in the 3rd grade of primary school]. Švietimas: politika, vadyba, kokybė / Education Policy, Management and Quality, 16(1), 24–45. https://doi.org/10.48127/spvk-epmq/24.16.24