Primary pupils' understanding of chronology in the teaching of history

Abstract

Chronology is the arrangement of events in order of occurrence. It is a fundamental concept in the teaching of history because it helps children to link events together and build a framework of the past. However, children do not quickly or easily understand the concept of chronology, and this creates difficulties in the teaching of history. This dissertation focuses on primary pupils' understanding of chronology and attempts to address certain issues that emerge from the findings. A qualitative approach was adopted for this study. Children from two year 6 classes, aged between 10 and 11, were given a task involving the sequencing of picture cards showing events from the history of Malta. The task was given in pairs and the pupils were encouraged to discuss the pictures. The research produced a number of key findings: the pupils were familiar with placing historical events in a linear order; they used their imagination to fill in the gaps between events; and they employed a variety of tools to group and sequence events. The main conclusion drawn from these findings highlights the importance of timelines in addressing deficiencies in pupils' understanding of chronology. Three tasks are illustrated as suggestions: one to help children sequence events, another to assist children's understanding of the meaning of BC and AD, and one to aid the children's visualisation of spans of time.