Students tend to explain historical events from an intentionalist, personalistic point of view¶

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? In Carretero et al.'s study, novices and experts ranked six types of causes for four historical events, and non-experts attributed greater importance to personalistic causes, while experts varied the importance of causes according to the event. → 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 Carretero et al. (1997), in which novices and experts ranked six types of causes (political, economic, ideological, personalistic, remote, international policy) for four historical events; "non-experts attributed greater importance to personalistic causes". No effect size is printed.

"The results showed that non-experts attributed greater importance to personalistic causes. This is in line with findings of Rivière et al. (1998) that show that personal factors are better recalled, especially in lower levels of education."

Discussion¶

Related Claims¶

• 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
• Older students more often represent the historical subject as heterogeneous — related
• Nation concept shifts from essentialist to constructivist across grades — related