View in EDS HTML Full Text PDF Full Text

Fostering complex historical understandings: a study of Estonian pupils' epistemic cognition and learning experiences.

Saved in:
Bibliographic Details
Title: Fostering complex historical understandings: a study of Estonian pupils' epistemic cognition and learning experiences.
Authors: Kaarlõp, Hanna-Liis1,2 (AUTHOR) hlkaar@tlu.ee, Jõgi, A.-L.2 (AUTHOR), Poom-Valickis, K.2 (AUTHOR), Oja, M.3 (AUTHOR)
Source: Journal of Curriculum Studies. Jun2026, Vol. 58 Issue 3, p512-533. 22p.
Subject Terms: *Metacognition, *Dialogic teaching, *History education, *Teaching methods, *Theory of knowledge, Community-based participatory research, Historical literacy, Socioeconomic factors
Abstract: Background: In the context of geopolitical uncertainty and knowledge fragmentation, this study examines how Estonian pupils in Grades 9 and 11 perceive the nature of historical knowledge and what makes history learning meaningful to them. Purpose of the study: To analyze how pupils' epistemic beliefs and learning experiences correlate with teachers' instructional practices, and whether age, gender, and socioeconomic background are influential in this regard. Methodology: The study was part of an 18-month participatory action research project. Data were collected from 194 pupils and linked to a typology of their teachers' pedagogical approaches. The findings: Teachers who facilitated pupils' historical thinking, metacognitive skills, and critical reflection on prior knowledge in a democratic classroom climate were likely to foster meaningful learning experiences. However, there was no significant correlation between teaching practices and pupils' epistemic beliefs. Conclusions and implications: The fact that meaningful history learning experiences were predominantly observed in classes where teachers supported pupils' metacognitive skills, used dialogic teaching methods, and encouraged active participation in learning, underscores the necessity of engagement with content both within and beyond the classroom. Furthermore, it emphasizes the importance of integrating multiple knowledge systems into history education to foster a reflective and complex historical understanding. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 194222107
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fostering complex historical understandings: a study of Estonian pupils' epistemic cognition and learning experiences.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kaarlõp%2C+Hanna-Liis%22">Kaarlõp, Hanna-Liis</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> hlkaar@tlu.ee</i><br /><searchLink fieldCode="AR" term="%22Jõgi%2C+A%2E-L%2E%22">Jõgi, A.-L.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Poom-Valickis%2C+K%2E%22">Poom-Valickis, K.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Oja%2C+M%2E%22">Oja, M.</searchLink><relatesTo>3</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Jun2026, Vol. 58 Issue 3, p512-533. 22p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Dialogic+teaching%22">Dialogic teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+participatory+research%22">Community-based participatory research</searchLink><br /><searchLink fieldCode="DE" term="%22Historical+literacy%22">Historical literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+factors%22">Socioeconomic factors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: In the context of geopolitical uncertainty and knowledge fragmentation, this study examines how Estonian pupils in Grades 9 and 11 perceive the nature of historical knowledge and what makes history learning meaningful to them. Purpose of the study: To analyze how pupils' epistemic beliefs and learning experiences correlate with teachers' instructional practices, and whether age, gender, and socioeconomic background are influential in this regard. Methodology: The study was part of an 18-month participatory action research project. Data were collected from 194 pupils and linked to a typology of their teachers' pedagogical approaches. The findings: Teachers who facilitated pupils' historical thinking, metacognitive skills, and critical reflection on prior knowledge in a democratic classroom climate were likely to foster meaningful learning experiences. However, there was no significant correlation between teaching practices and pupils' epistemic beliefs. Conclusions and implications: The fact that meaningful history learning experiences were predominantly observed in classes where teachers supported pupils' metacognitive skills, used dialogic teaching methods, and encouraged active participation in learning, underscores the necessity of engagement with content both within and beyond the classroom. Furthermore, it emphasizes the importance of integrating multiple knowledge systems into history education to foster a reflective and complex historical understanding. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194222107
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220272.2025.2496462
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 512
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Dialogic teaching
        Type: general
      – SubjectFull: History education
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Theory of knowledge
        Type: general
      – SubjectFull: Community-based participatory research
        Type: general
      – SubjectFull: Historical literacy
        Type: general
      – SubjectFull: Socioeconomic factors
        Type: general
    Titles:
      – TitleFull: Fostering complex historical understandings: a study of Estonian pupils' epistemic cognition and learning experiences.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kaarlõp, Hanna-Liis
      – PersonEntity:
          Name:
            NameFull: Jõgi, A.-L.
      – PersonEntity:
          Name:
            NameFull: Poom-Valickis, K.
      – PersonEntity:
          Name:
            NameFull: Oja, M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00220272
          Numbering:
            – Type: volume
              Value: 58
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Curriculum Studies
              Type: main
ResultId 1