Abstract
This exploratory study presents an example of how a historical contextualization framework can be used to develop and implement a lesson unit on Cold War events. The effects of the lesson unit on students’ ability to perform historical contextualization are explored in a quasi-experimental pre-test–post-test design with an experimental (n = 96) and a control (n = 73) condition. The students’ answers on a historical contextualization test were analysed. The results indicate that students in the experimental condition increased their ability to perform historical contextualization and displayed less present-oriented perspectives in their answers compared to students in the control condition.
| Original language | English |
|---|---|
| Pages (from-to) | 439-468 |
| Number of pages | 31 |
| Journal | British Journal of Educational Studies |
| Volume | 67 |
| Issue number | 4 |
| Early online date | 25-Sept-2018 |
| DOIs | |
| Publication status | Published - Oct-2019 |
Keywords
- SCHOOL-STUDENTS
- PERSPECTIVE
- STRATEGIES
- CLASSROOMS
- ABILITY