Page 157 - Balancing between the present and the past
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CHAPTER 7
TESTING A HISTORICAL CONTEXTUALIZATION FRAMEWORK
This chapter elaborates on the findings of the previous chapter and presents an example of how the design principles of historical contextualization can be used to develop a three-stage framework. This framework was used to design a lesson unit on Cold War events. The effects of the lesson unit on students’ ability to perform historical contextualization are explored in a quasi-experimental pre-test–post-test design with an experimental (n = 96) and control (n = 73) condition. The students’ answers to a historical contextualization test were analyzed. The results indicate that students in the experimental condition increased their ability to perform historical contextualization and displayed less present-oriented perspectives in their answers compared to students in the control condition.
This chapter is based on: Huijgen, T. D., Holthuis, P., Van Boxtel, C. A. M., Van de Grift, W. J. C. M., & Suhre, C. J. M. (2018). Students’ historical contextualization and the Cold War. British Journal of Educational Studies. Advance online publication. doi:10.1080/00071005.2018.1518512
