Through interviews with pupils from grades 3 to 8, was investigated which problems pupils encountered when placing historical phenomena in time.
The results confirm problems that have been described in earlier studies, with regard to presentism, the use of time vocabulary and knowledge about characteristic features of historical eras. In addition, there were problems related to the Dutch curriculum with ten eras and characteristic features.
In the diagram below the different types of problems are related to the objectives on the understanding of historical time.
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