Learning Historical and Chronological Time: Practical Applications

TL;DR

This paper advocates for early education in understanding time, integrating perception, historical knowledge, and modern multimedia tools to enhance comprehension and critical thinking about time and virtual realities.

Contribution

It introduces pedagogical strategies combining traditional and advanced digital tools for teaching time, emphasizing early education and critical engagement with virtual realities.

Findings

Use of hyper-media timelines enhances historical understanding.

Virtual reality and 3D systems facilitate early comprehension of time.

Critical attitudes towards virtual realities improve societal awareness.

Abstract

In the present article the necessity of introducing the teaching of time from the first educative stages is defended through a didactic process in which a feedback is produced between its chronological dimension (perception and measuring of physical time) and the historical (knowledge of time in the history of humanity). It has as its fundamental objectives the offering of pedagogical strategies which will contribute to the development of this competence in children, forming the basis of their future education as well as revising the classic educative theories about the learning of time. In particular, in relation to historical time where the employment of hyper-media timelines and the most original technology of improved virtual reality and 3D systems can contribute to an approach being given to their introduction for comprehension at an earlier age. Concurrently, the correct integration of those novel tools and telematic and computational systems in education, especially from the humanistic and analytical viewpoint, will permit the adoption of critical attitudes in the school with regard to the fictitious and virtual reality produced. It will contribute, in this manner, to facilitating a better comprehension of the modern world and the presence and functions that these play in society, in a constructivist context of the development of knowledge, science and culture.