A systematic review of pedagogical interventions on the learning of historical literacy in schools

Author:

Wilson Kim1ORCID,Dudley Dean2ORCID,Dutton Janet1ORCID,Preval-Mann Renee3,Paulsen Elizabeth4

Affiliation:

1. Senior Lecturer, Macquarie University School of Education, Sydney, Australia

2. Associate Professor, Macquarie University School of Education, Sydney, Australia

3. PhD candidate and Sessional Academic, Macquarie University School of Education, Sydney, Australia

4. Sessional Academic, Macquarie University School of Education, Sydney, Australia

Abstract

Over the past thirty years, there has been a growing body of research investigating the efficacy of pedagogical interventions to enhance the historical literacy skills of primary and secondary school students. However, there exists no systematic review or meta-analysis summarising the impact of such research or the efficacy of interventions trialled. The purpose of this systematic review is to identify pedagogies that have a demonstrable effect on students’ historical literacy skills, with a particular interest in those pedagogies that have a measurable positive effect on historical epistemological knowledge and skills. Findings of this review indicate that when a discrete historical epistemological knowledge or skill is targeted by a pedagogical intervention that utilises a discipline-specific scaffolded heuristic, there is greater likelihood of positive outcomes for student learning. However, the significant heterogeneity between studies, and the diversity in the comparisons being made by the included studies, make it difficult to identify the most effective intervention. This systematic review establishes the characteristic features of pedagogical historical literacy interventions from the available research reporting credible findings.

Publisher

UCL Press

Subject

General Medicine

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