What’s Important about the Past: American fourth graders’ interpretations of historical significance  

Oleh:

Fertig, Gary ; Rios-Alers, Jennifer ; Seilbach, Kelly

Jenis: Article from Journal
Dalam koleksi: Educational Action Research vol. 13 no. 03 (2005)
Topik: American Elementary Students; Analytic Method; Evaluate Historical Significance; Interpreting History; Primary Source Photographs
Fulltext: 103828__751252006.pdf (126.12KB)

Isi artikel

In this article, a university researcher and two teacher researchers collaborated in a classroom study of how 26 American fourth graders (9-yearolds) used primary source photographs to evaluate the historical significance of events in their community’s past. Interpreting the photographs as historical evidence, students generated ideas and exchanged strategies for determining significance with one another. Students’ interpretations of historical significance were analysed through the development of initial and focused codes to reveal relationships between conceptual categories of valuing criteria and decision-making processes. Students regarded changes over time in their community’s material conditions and social relations to be significant when a change was (a) perceived to have affected them personally, (b) meaningful for people living in the present rather than for people who lived in the past, and (c) believed to have been a result of the intentions and actions of identifiable individuals and generalized groups. These findings have important implications for designing cognitively appropriate history instruction that builds on children’s prior knowledge.

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