Next Article in Journal / Special Issue
Behind the Battle Lines of History as Politics: An International and Intergenerational Methodology for Testing the Social Identity Thesis of History Education
Previous Article in Journal
Civics and Citizenship Education in Its Global Context: The Complexity of Global Citizenship Dialogues
Previous Article in Special Issue
History and Super Diversity
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2012, 2(4), 193-207; doi:10.3390/educsci2040193

How Finnish Adolescents Understand History: Disciplinary Thinking in History and Its Assessment Among 16-Year-Old Finns

Department of Teacher Education, Faculty of Behavioural Sciences, P.O. Box 9, 00014 University of Helsinki, Finland
Received: 9 August 2012 / Revised: 9 October 2012 / Accepted: 18 October 2012 / Published: 31 October 2012
(This article belongs to the Special Issue History Curriculum, Geschichtsdidaktik, and the Problem of the Nation)
View Full-Text   |   Download PDF [197 KB, uploaded 26 November 2012]

Abstract

The success of discipline-based teaching requires an interplay between substantive and procedural knowledge. In Finland, disciplinary thinking was included in the National Core Curriculum and in the final assessment criteria a decade ago, which meant a change in history teaching. The outcome of this change is examined in the article with the help of a national-level history test that was conducted in 2011 among 16-year-old Finns. In the test, the adolescents fared moderately well in tasks involving substantive knowledge but more poorly in tasks which measured the mastering of procedural knowledge. In particular, the interplay between these proved to be difficult for the students. The students’ knowledge was found to correspond with the earlier curriculum rather than the objectives of the present one, revealing that not all of the teachers were teaching in accordance with the present demands.
Keywords: history teaching; historical thinking; disciplinary thinking; procedural knowledge; substantive knowledge; evaluation; Finland history teaching; historical thinking; disciplinary thinking; procedural knowledge; substantive knowledge; evaluation; Finland
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Rantala, J. How Finnish Adolescents Understand History: Disciplinary Thinking in History and Its Assessment Among 16-Year-Old Finns. Educ. Sci. 2012, 2, 193-207.

Show more citation formats Show less citations formats

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top