Using artefacts to teach historical thinking skills to young children

Cooper, Hilary ORCID: https://orcid.org/0000-0001-7468-9910 (2020) Using artefacts to teach historical thinking skills to young children. In: Trskan, Danijela and Bezjak, Spela, (eds.) Archaeological heritage and education: an international perspective on history education. Slovenian National Commission for UNESCO, Ljubljana, Slovenia, pp. 93-114.

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Abstract

This chapter draws on a case study that applies the constructivist learning theories of Piaget, Vygotsky and Bruner to investigate ways in which young children can actively engage with historical artefacts. Teaching strategies include an integrated curriculum, site visits, teaching abstract concepts and, most importantly, whole class teaching which models historical enquiry through discussion. Data of pupil responses to previously unseen artefacts are collected at the end of each of four five-week units, through individual paper and pencil tests and recorded group discussions. These are assessed using a ten point assessment scale based on previous research and related literature. Statistical analyses found a continuous increase, over 4 units, in the quality of deductions and inferences about artefacts made by pupils taught using these teaching strategies.

Item Type:	Book Section
Publisher:	Slovenian National Commission for UNESCO
ISBN:	9789619358986
Departments:	Institute of Education > Non-Initial Teacher Education
Depositing User:	Anna Lupton
Date Deposited:	22 May 2023 11:29
Last Modified:	11 Jan 2024 16:32
URI:	https://insight.cumbria.ac.uk/id/eprint/7117

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