The understanding of historical time in the primary history curriculum in England and the Netherlands.

Autor/inn/en	Groot-Reuvekamp, M. J. de; Boxtel, Carla van; Ros, Anje; Harnett, Penelope
Titel	The understanding of historical time in the primary history curriculum in England and the Netherlands.
Quelle	In: Journal of curriculum studies, 46 (2014) 4, S. 487-514Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2013.869837
Schlagwörter	Primarbereich; Curriculum; Geschichte (Histor); Chronologie; England; Niederlande
Abstract	This study focuses on the comparison of the English and the Dutch primary history curriculum regarding the understanding of historical time. We compare different aspects of both curricula that can apply to other subjects as well, for example the question 'what age would be appropriate to start a subject in primary school?' Here, we emphasize that exposure to different learning processes is more important than pupils' age and maturity. Drawing on analyses of curriculum documents, surveys (n=128) and interviews (n=25), we explored how the understanding of historical time is addressed in the intended and the implemented primary curricula for history. The analysis of the data indicates that teachers in both countries do not teach all objectives of the understanding of historical time. Although in England the history curriculum starts earlier, the episodic structure of the curriculum is not very helpful to support pupils' understanding of historical time. In the Netherlands the framework of 10 eras is mostly taught chronologically; however, neither the sequence nor the dates of historical periods are explicitly taught. Apparently, the teaching and learning of historical time in both countries needs improvement and we conclude with some suggestions to accomplish this.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2014/4