Abstract
This paper reports findings from a study of Portuguese primary children's understanding of time and historical time. The research involved two classes (first grade, with 24 students aged 6 to 7, and third grade, with 25 students aged 8 to 9) of primary school students during two school academic years in an urban primary school in northern Portugal. The main aim of the study was to analyse how students from the first to fourth grade of education develop chronological (time) concepts and historical understanding. Different data collection techniques and methodologies were used that allowed for three types of triangulation. Data were collected through semi-structured interviews, open interviews, participant researcher observation, audio data, field notes and class diaries. The research was undertaken by the researcher and the class teacher. The research was carried out though a longitudinal study over two years. At three times during the study, the students were asked to arrange historical pictures in chronological order and to explain their sequences. The research data were analysed using a deductive approach. This allowed the construction of a conceptualization system with parameters, categories and subcategories. The findings suggest that temporal understanding and historical thinking are developed gradually but, significantly, they can be facilitated and accelerated by means of specific social studies/history teaching strategies and pedagogy – that is, an intervention strategy.
Highlights
Historical researchers argue that understanding time is essential to the study of history
Primary school children’s development of temporal conceptual understanding has always been a controversial area of research
Different data collection techniques and methodologies were used that allowed for three types of triangulation (Cohen et al, 2000; Denzin, 1970; Kelle, 2006): (1) methodological triangulation; (2) the triangulation of researchers; and (3) time triangulation
Summary
Historical researchers argue that understanding time is essential to the study of history. The understanding of historical time is an indispensable part of history education. For over forty years, children’s conceptual understanding of time has been the subject of research. Primary school children’s development of temporal (time) conceptual understanding has always been a controversial area of research. Research identifies the central conceptual role of understanding historical time in students’ historical thinking and understanding (Downey and Levstik, 1991; Wineburg, 1996; Barton, 2008). There are different research paradigms about what children’s conceptual understanding of temporality means and its effect on their historical understanding (Thornton and Vukelich, 1988; Stow and Haydn, 2004; Barton, 2008)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
