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UID:pretalx-wha-annual-meeting-korea-2026-UQ9PPQ@pretalx.com
DTSTART;TZID=KST:20260625T154000
DTEND;TZID=KST:20260625T160000
DESCRIPTION:This study explores how ninth-grade students perceive the conce
 pt of "change\," a fundamental element of historical thinking. While resea
 rch on this concept is active globally\, empirical studies on Korean stude
 nts’ qualitative understanding remain limited. This study addresses thre
 e research questions: (1) How do students understand "progress\," "regress
 ion\," and "continuity"? (2) What are their levels of understanding? (3) H
 ow can instructional goals be specified? To address these research questio
 ns\, in-depth interview was conducted with 19 students from two middle sch
 ools\, using 15 visual materials (photographs and illustrations) on the to
 pic of the Industrial Revolution.\n  Findings reveal that participants pri
 marily associated progress with technological advancement and "beneficial"
  outcomes\, perceiving the "present" as an indicator of progress. In contr
 ast\, regression was linked to "harmfulness" from negative factors like po
 llution or quantitative decreases. Regarding continuity\, most students co
 nfused it with mere "duration" (maintenance without change)\, though some 
 recognized it as a process involving subtle evolution. The study identifie
 d four levels of understanding: (1) change as isolated events\, (2) change
  within interconnected contexts\, (3) change across long-term spans\, and 
 (4) change as a turning point.\n  Crucially\, Findings indicate that stude
 nts with lower initial understanding can reach higher conceptual levels th
 rough appropriate instruction. Furthermore\, factual historical knowledge 
 does not directly correlate with higher conceptual understanding. Based on
  these findings\, the study derived level-specific goals and suggests thre
 e implications. First\, tailored strategies are essential for all students
 \, regardless of achievement levels. Second\, educators must clearly diffe
 rentiate between "continuity" and "duration" to avoid conceptual confusion
 . Finally\, integrating "historical significance" can facilitate a qualita
 tive advancement in students' understanding.
DTSTAMP:20260412T124030Z
LOCATION:Room 201 (Seats 42)
SUMMARY:Patterns of Middle School Students’ Understanding of the Concept 
 of Change in History Learning:  A Focus on Progress\, Regression\, and Con
 tinuity - GyeongHo Kim
URL:https://pretalx.com/wha-annual-meeting-korea-2026/talk/UQ9PPQ/
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