Comprehending historical process in school learning via chronology

the article examines the problem of developing chronological understanding among school students as one of the key components of historical thinking. The aim of the study is to analyze the current state of students' chronological knowledge, identify typical difficulties when working with chronological material, and determine effective methodological tools to improve the level of chronological training. The authors set the following tasks: summarizing Unified State Exam (USE) data in history from 2019 to 2024, identifying common mistakes made by graduates, analyzing pedagogical approaches to visualizing chronology, and describing the potential of using timelines in the educational process. Additionally, the paper explores a model of semantic timeline structuring, which includes three interconnected components: the causality field, the fact space, and the consequences field. The theoretical significance of the study lies in clarifying the role of chronology as a structural element of history education and justifying the potential of visual tools in shaping a holistic perception of historical time. The practical significance of the research is that the proposed methodological approaches can be successfully applied in school practice – both in learning new material and in reviewing and consolidating knowledge, as well as in preparing for final history assessments.

history, history teaching methods, chronology, date, timeline, time axis