Learning History Through Historical Fiction

Abstract

The purpose of this study is to better understand the history elementary students (n = 27) learn as they read historical fiction. We have three key findings. (1) Students gained accurate historical knowledge. (2) Students discern fact from fiction in most instances. (3) Students expressed empathy noting human actions and implications. Implications from this study include critical literacy practices in elementary classrooms and recommendations to be attentive to pedagogical content knowledge in teacher preparation and development.

Keywords

historical fiction interdisciplinary instruction history social studies elementary students

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