Older students more often represent the historical subject as heterogeneous¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? A heterogeneous historical subject was found in 50% of 11th-grade accounts versus 11% in 8th grade, a significant difference (Fisher's p < .05). → Mario Carretero & Floor van Alphen 2014

Evidence¶

Mario Carretero & Floor van Alphen 2014¶

Mario Carretero & Floor van Alphen. (2014). Do Master Narratives Change Among High School Students? A Characterization of How National History Is Represented. Cognition and Instruction, 32(3), 290-312. https://doi.org/10.1080/07370008.2014.919298

q2 · i? · qualitative · r?

Comparative analysis of semistructured interview narratives from 18 8th graders and 20 11th graders at an urban middle-class public high school in Buenos Aires. The article reports the homogeneous subject occurred 'significantly more in the accounts constructed by 8th graders (Fisher's p < .05).'

"A heterogeneous historical subject was encountered in 50% of the accounts of 11th graders, compared to 11% in the 8th grade."

Discussion¶

Learner Variables¶

Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Narratives of historical events become more complex from 8th to 11th grade — related
Predominantly master-narrative accounts drop from 83% in 8th grade to 25% in 11th grade — related
Nation concept shifts from essentialist to constructivist across grades — related
Identification is statistically unrelated to the other three narrative characteristics — related
Historical-method inquiry tasks center on uniformitarianism and taxonomy construction, and evaluating independent lines of inquiry for convergence is entirely absent — related
Identification with the historical subject ('us') does not change across grades — related
Students tend to explain historical events from an intentionalist, personalistic point of view — related

Page metadata

Field	Value
`type`	`claim`
`id`	`historical-subject-heterogeneous-increases-grade-11`
`title`	`Older students more often represent the historical subject as heterogeneous`
`description`	`Older students more often represent the historical subject as heterogeneous`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2014`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-18`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `mario-carretero-floor-van-alphen-2014`

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