Assessing Historical Literacy among 12-Year-Old Finns

Autor/inn/en	Rantala, Jukka; Khawaja, Amna
Titel	Assessing Historical Literacy among 12-Year-Old Finns
Quelle	In: Curriculum Journal, 29 (2018) 3, S.354-369 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rantala, Jukka) ORCID (Khawaja, Amna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2018.1460273
Schlagwörter	Foreign Countries; History; Literacy; History Instruction; Elementary School Students; Mastery Learning; Information Seeking; Information Sources; Historical Interpretation; Knowledge Level; Competency Based Education; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Ausland; Geschichte; Geschichtsdarstellung; Alphabetisierung; Schreib- und Lesefähigkeit; History lessons; Geschichtsunterricht; Informationserschließung; Information source; Informationsquelle; Historische Interpretation; Wissensbasis; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	The new national core curriculum has been put into operation in Finland. Teaching and learning is intended to focus on historical literacy. In this paper, we study how it can be assessed with a pen-and-paper test, and what that reveals in regards to the mastering of historical literacy among elementary pupils. To study this, we designed a test where pupils analysed sources, answered open-ended questions, and filled out weighted multiple-choice questions. Furthermore, we implemented the test with the think-aloud method. The results from this indicate the way 12-year-olds read historical documents and formulate their own interpretations. The results demonstrate that most of the pupils succeeded in acquiring historical information from different sources, as well as understanding the interpretative nature of historical knowledge. The test also revealed that pupils can identify some intentions of the sources' producers, as well as reasoning through their own interpretations using a single source. Some pupils, however, could not process the cognitive noise inherent to the test (i.e. conflicting sources). Some of them also considered an authoritative source to be principally more reliable than other sources. Our study sheds light on which kind of task can be used at the elementary level to assess historical literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01