Primary students’ perceptions of history and time

Abstract

ABSTRACT As phenomena, time, and history, particularly the nature of the two and how to tell them apart, are not easily defined. In the tradition of historical consciousness, time, and the human understanding of the nature of time are defined as a part of a historical consciousness, where this may more or less evolved. In this study, students aged 11 were interviewed and asked what history and time are. Their answers consisted in three different ways of describing the nature of time: time as events, time as a continuous now, and time as continuous progress. How students described time was then compared to Rüsen’s (Rüsen, Retzlaff, & Wiklund, 2004; Rüsen, 2005) definitions of historical consciousness. The ability of younger children to understand time has been an issue debated in previous research. This study concludes that time and concept of time is understood by eleven-year-olds but in various forms. These various forms are essential knowledge for history teachers at all levels. There is evidence for historical consciousness, as described by Rüsen, however, in forms appropriate for their age.