[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593981-105":59,"doc-detail-593981-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","development-of-historical-thought-in-primary-education-analysis-of-an-intervention-in-colombian-schools","Development Of Historical Thought In Primary Education - Analysis Of An Intervention In Colombian Schools","","The study analyzes the development of historical thinking abilities in two groups of fourth graders in Colombian schools. It designs, implements, and evaluates a three-month pedagogical intervention with nine learning activities after an initial assessment. An Intervention Group receives the program, while a Control Group provides comparison. Assessment covers historical sources, narratives, and change and continuity. Results show the intervention group outperforms the control group, indicating that source-based work, identifying change/continuity, and narrative construction support complex historical knowledge building.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-historical-thought-in-primary-education-analysis-of-an-intervention-in-colombian-schools/593981/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-historical-thought-in-primary-education-analysis-of-an-intervention-in-colombian-schools/593981.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main goal of the study?","Question",{"text":112,"@type":113},"To analyze how historical thinking abilities develop in two groups of fourth graders in Colombian schools through a pedagogical intervention.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the intervention implemented and evaluated?",{"text":117,"@type":113},"The study designed and carried out a three-month intervention with nine learning activities after an initial assessment, then evaluated outcomes using a comparison between an intervention group and a control group.",{"name":119,"@type":110,"acceptedAnswer":120},"Which assessment areas were used to measure historical thinking?",{"text":121,"@type":113},"The assessment comprised three areas: Historical Sources, Narratives, and Change and Continuity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593981,1792762650,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 11 | Article 6 |\n| --- | --- |\n| 2020\u003Cbr>Development Of Historical Thought In Primary Education: Analysis Of An Intervention In Colombian Schools\u003Cbr>Nancy Palacios Mena\u003Cbr>Los Andes University, [n.palaciosm@uniandes.edu.co](n.palaciosm@uniandes.edu.co)\u003Cbr>Paula Garcia\u003Cbr>Los Andes University,, [pb.garcia@uniandes.edu.co](pb.garcia@uniandes.edu.co)\u003Cbr>María Lucia Mosquera\u003Cbr>Los Andes University, [ml.mosquera@uniandes.edu.co](ml.mosquera@uniandes.edu.co)\u003Cbr>Natalia Alarcón\u003Cbr>School teacher District of Bogotá, [natty02roots@mail.com](natty02roots@mail.com)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte) |  |\n\nRecommended Citation  \nPalacios Mena, N., Garcia, P., Mosquera, M. L., & Alarcón, N. (2020) . Development Of Historical Thought In Primary Education: Analysis Of An Intervention In Colombian Schools. Australian Journal of Teacher Education, 45(11) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol45/iss11/6](https://ro.ecu.edu.au/ajte/vol45/iss11/6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss11/6](https://ro.ecu.edu.au/ajte/vol45/iss11/6)  \nDevelopment of Historical Thought in Primary Education: Analysis of an  \nIntervention in Colombian Schools  \nNancy Palacios Mena  \nPaula Bibiana García Cardona  \nMaría Lucía Mosquera  \nLos Andes University, Bogotá, Colombia  \nNatalia Alarcon Gama  \nSchool teacher District of Bogotá, Colombia  \nAbstract: The main goal ofthis study was to analyze the development  \nof historical thinking abilities in two groups offourth graders in  \nColombian schools. The study consisted of the design,  \nimplementation, and evaluation of a three-month pedagogical  \nintervention. After an initial assessment, nine learning activities were  \nimplemented. An Intervention Group (IG) received the intervention,  \nwhile a Control Group (CG) served as a comparison. The assessment  \ncomprised three main areas (Historical Sources, Narratives, and  \nChange and Continuity).  \nThe results of the intervention indicated that the IG performed better  \nthan the CG in the assessment. Introducing concepts that favor  \nhistorical thinking development such as working with historical  \nsources, identifying change and continuity, and constructing  \nnarratives, seems to promote the construction of historical knowledge  \nin a complex way. Pedagogical interventions focused on the development of these concepts provide information on the progression of learning and the ability of children to understand the past.  \nIntroduction  \nAlthough the reflection on best practices in the teaching of history is not new, a line of research on the didactics of history as a scientific field has been consolidated in recent decades. This development has been closely linked to innovation and educational renewal within the framework of a fruitful dialogue between the psychology of learning and the epistemology of history. Dominant lines of research have their origin in the 1970s in the United Kingdom, where they have continued to develop until today. These include substantive concepts, second-order concepts, ideas of students in relation to the concepts of empathy, causes and historical sources (Ashby et al, 2016; Lee, 2005; Lee et al, 2000, Tim et al, 2018; Baron, 2016; Boerman-Cornell, 2015) . The strengthening of the field continued in the 1990s in the United States and Canada, today the most productive countries have yielded studies focused on the teaching and learning history with children and youth (Levstik et al., 2005; Levstik et al., 2015; De Leur, 2017, Huijgen, et al, 2017 ; Palacios, 2019, 2021). Early on, scholars focused on the progressions in learning history (Levesque, 2008). Other authors were concerned about helping students develop  \nhistorical awareness and historical thin","cbCaiiE5RjXNpBax","https://ap.wps.com/l/cbCaiiE5RjXNpBax","pdf",449938,24,"English","# Abstract\n# Introduction\n## Research background in history didactics\n## Historical thinking and students’ concepts\n## Focus in Colombia\n## Study purpose and research question","[{\"question\":\"What was the main goal of the study?\",\"answer\":\"To analyze how historical thinking abilities develop in two groups of fourth graders in Colombian schools through a pedagogical intervention.\"},{\"question\":\"How was the intervention implemented and evaluated?\",\"answer\":\"The study designed and carried out a three-month intervention with nine learning activities after an initial assessment, then evaluated outcomes using a comparison between an intervention group and a control group.\"},{\"question\":\"Which assessment areas were used to measure historical thinking?\",\"answer\":\"The assessment comprised three areas: Historical Sources, Narratives, and Change and Continuity.\"}]","Development Of Historical Thought In Primary Education - Analysis Of An Intervention In Colombian Schools | PDF",1792078311]