Fostering historical learning in elementary education through whole class shared reading activities

  1. Raquel De Sixte 1
  2. Manuel Lucero 2
  3. Javier Rosales 1
  4. Vasiliki Konitopoulou 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  2. 2 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Zeitschrift:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Datum der Publikation: 2023

Ausgabe: 35

Nummer: 2

Seiten: 501-533

Art: Artikel

Andere Publikationen in: Culture and Education, Cultura y Educación

Zusammenfassung

Students have their first contact with the subject of history in elementary education. At this point, they have still not developed the reading strategies that this type of domain requires. At elementary level, teachers must support their students to contextualize information and make explicit the relationships among ideas as a basic aspect of historical reasoning in the classroom. This paper explores the ways in which teachers with specific experience in teaching history in elementary education support their students to access the contents and relationships in history textbooks. Results show how teachers often contextualized and shared the ideas and the relationships among those ideas needed to understand the text. However, once the help provided to their students has been analysed in relation to the perceived level of complexity, the data reveal that teachers focused on the less complex ideas and relationships, rather than on the more complex ones. This seemingly paradoxical strategy could be explained by the discrepancy between the intrinsic complexity of texts and the learners’ historical background knowledge.

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