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Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 45, 2017 - Issue 2
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Articles

Primary school pupils’ performances in understanding historical time

Marjan de Groot-ReuvekampSchool for Childstudies and Education, Fontys University for Applied Sciences, Frans Fransenstraat 15, ‘s-Hertogenbosch, NL 5231, MG, The NetherlandsCorrespondence[email protected]
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,
Anje RosSchool for Childstudies and Education, Fontys University for Applied Sciences, Frans Fransenstraat 15, ‘s-Hertogenbosch, NL 5231, MG, The NetherlandsView further author information
,
Carla van BoxtelResearch Institute of Child Development and Education, Nieuwe Achtergracht 127, Amsterdam, NL 1018, WS, The Netherlands;The Amsterdam School for Culture and History, University of Amsterdam, Amsterdam, The NetherlandsView further author information
&
Frans OortResearch Institute of Child Development and Education, Nieuwe Achtergracht 127, Amsterdam, NL 1018, WS, The NetherlandsView further author information
Pages 227-242 | Received 22 May 2015, Accepted 02 Jul 2015, Published online: 20 Aug 2015

Citations (10)

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Read on this site (4)

Karin Bergman. (2023) Primary students’ perceptions of history and time. Education Inquiry 0:0, pages 1-16.
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Alkmini Gogou & Kostas Kasvikis. (2022) ‘Release orpheus!’: understanding historical time in a mixed/augmented reality environment through embodied learning. Education 3-13 0:0, pages 1-20.
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Marjan de Groot-Reuvekamp, Anje Ros & Carla van Boxtel. (2019) ‘Everything was black and white … ’: primary school pupils’ naive reasoning while situating historical phenomena in time. Education 3-13 47:1, pages 18-33.
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Marjan de Groot-Reuvekamp, Anje Ros & Carla van Boxtel. (2018) Improving Elementary School Students’ Understanding of Historical Time: Effects of Teaching With “Timewise”. Theory & Research in Social Education 46:1, pages 35-67.
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Articles from other publishers (6)

Kibar AKTIN & Hülya KARAÇALI TAZE. (2023) Sosyal Bilgiler Ders Kitaplarında Tarih Şeritleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24:3, pages 1571-1603.
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David Redvaldsen. (2023) Not by the book: the teaching of history in Norwegian kindergartens. History Education Research Journal 20:1.
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Sibel YAZICI, Ilhan KULACA & Abdurrahman ERTÜRK. (2021) An analysis of the cognitive patterns of the eighth-grade students about the treaties that ended the Ottoman Empire through the WAT8. Sınıf öğrencilerinin Osmanlı Devleti’ni sona erdiren anlaşmalara yönelik bilişsel yapılarının KİT aracılığı ile incelenmesi. Turkish History Education Journal 10:1, pages 1-15.
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Ahmet ŞİMŞEK & Sevcan KOLBASAR. (2020) 4. Sınıf Sosyal Bilgiler Kitabındaki “Milli Mücadele” Konusunun Kronoloji Bilgi ve Becerilerini Kazandırması Açısından Öğretmen ve Öğrenci Görüşleri ile İncelenmesi. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi (IJONASS).
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Marjan de Groot-Reuvekamp, Anje Ros & Carla van Boxtel. (2018) A successful professional development program in history: What matters?. Teaching and Teacher Education 75, pages 290-301.
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Monika Wiśniewska-Kin. (2017) Dziecięce zmagania z czasem. Wyzwalanie rozumienia pojęcia czas przez dzieci 9–10-letnie w kulturze szkoły polskiej. Problemy Wczesnej Edukacji 37:2, pages 28-40.
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