Testing a pedagogy for promoting historical contextualization in classrooms

Tim Huijgen, Paul Holthuis, Carla van Boxtel, Wim van de Grift

Research output: Contribution to conferencePaperAcademic

Abstract

This study describes the development and testing of a pedagogy aimed at promoting students’ ability to perform historical contextualization. Promoting historical contextualization was conceptualized as three different pedagogical principles: 1) the awareness of the consequences of a present-oriented perspective (presentism) when examining the past using the theory of cognitive conflict, 2) the active reconstruction of an adequate historical context, and 3) performing historical contextualization to explain the past. The effectiveness of these principles was explored in a lesson-unit (four lessons) focusing on the Cold War. In a quasi-experimental pre-test–post-test design with treatment and control groups the effects of the pedagogy on students’ ability to perform historical contextualization, their historical content knowledge, and their situational interest were examined.
Original languageEnglish
Publication statusPublished - 5-Sep-2016
EventHEIRNET 2016 - University of Murcia, Murcia, Spain
Duration: 5-Sep-20167-Sep-2016
http://www.cvent.com/events/history-educators-international-research-network-heirnet-conference-2016/event-summary-57676ed7a599422b8dddde3640ecf5c7.aspx

Conference

ConferenceHEIRNET 2016
Country/TerritorySpain
CityMurcia
Period05/09/201607/09/2016
Internet address

Keywords

  • History
  • Teaching
  • Education
  • HEIRNET 2016

    Tim Huijgen (Speaker)

    5-Sep-2016

    Activity: Talk and presentationAcademic presentationAcademic

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