“I Just Kinda Know”: Elementary Students' Ideas about Historical Evidence

Abstract

Abstract This study examined fourth and fifth graders' ideas about historical evidence through a year–long qualitative study of two classrooms. It identifies significant strengths in students' understanding of the reliability of sources but also points to drawbacks in their use of evidence to reach conclusions. Although students could examine sources critically, they rarely did so spontaneously, and when developing historical accounts they either ignored explicit consideration of the reliability of sources or treated all sources equally. These findings suggest that the use of evidence should be a continual and explicit focus of instruction, and that teachers should help students clarify the connection between their conclusions and the evidence which supports them. This study also suggests that students would benefit from a more cautious presentation of historical narratives, and that their interest in evidence might be increased by focusing on historical issues that continue to be significant in society.