Children's ideas about historical evidence progress through six identifiable steps between ages seven and fourteen¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Based on studies including 320 students aged seven to fourteen, Lee and Ashby identified six steps in students' ideas about accounts and their relation to the past, from the past as given to the past as (re-)constructed in answer to questions in accordance with criteria. → Jannet van Drie & Carla van Boxtel 2008

Evidence¶

Jannet van Drie & Carla van Boxtel 2008¶

Jannet van Drie & Carla van Boxtel. (2008). Historical Reasoning: Towards a Framework for Analyzing Students' Reasoning about the Past. Educ Psychol Rev. https://doi.org/10.1007/s10648-007-9056-1

q2 · i? · review · r2

The review reports Lee and Ashby's (2000) studies of children's changing ideas about historical evidence between ages seven and fourteen, "Based on extensive studies that included 320 students", yielding the six-step progression as printed. No effect size is printed.

"Based on extensive studies that included 320 students, they identified six steps in students' ideas about accounts and their relation to the past, namely (a) the past as given, (b) the past as inaccessible, (c) the past as determining stories, (d) the past as reported in a more or less biased way, (e) the past as selected and organized from a viewpoint, and finally (f) the past as (re-)constructed in answer to questions in accordance with criteria."

Discussion¶

Related Claims¶

• British empirical research concluded that students do not naturally progress in historical understanding with age but progress because of targeted instruction designed to support it — related
• Dimensions of historical thinking are conceptually decoupled: sophistication in one second-order concept does not imply sophistication in another — related
• Before developing historical thinking skills, students approach the past with common sense, including presentism — seeing past people as sharing contemporary values — related