Integrating Biography-Based Video in a Multiplatform Approach to Teach Historical Thinking

Autor/inn/en	Langran, Elizabeth; Alibrandi, Marsha
Titel	Integrating Biography-Based Video in a Multiplatform Approach to Teach Historical Thinking
Quelle	In: Teacher Educators' Journal, 12 (2019), S.50-72 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Middle School Students; History Instruction; Social Studies; Thinking Skills; Historical Interpretation; Technology Uses in Education; Interactive Video; Video Technology; Web Sites; Learner Engagement; Primary Sources; Scaffolding (Teaching Technique); Student Centered Learning; Experimental Groups; Control Groups; Outcomes of Education; Biographies; African American History; Slavery + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; History lessons; Geschichtsunterricht; Gemeinschaftskunde; Denkfähigkeit; Historische Interpretation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktives Video; Web-Design; Primärquelle; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernleistung; Schulerfolg; Biography; Biografie; Biographie; Sklaverei
Abstract	Two teacher educators collaborated with teachers, media designers, and evaluators to utilize a video, an interactive website, and accompanying curriculum to engage middle school students in historical thinking and learning of history content. The resulting multiplatform project, based on a young Frederick Douglass' life, was piloted in three schools of varying demographics. Results indicated that treatment groups had greater gains in historical knowledge and thinking and exhibited greater student engagement than comparison groups. While students empathized with the young Douglass portrayed in the video and in autobiographical texts, their abilities to interpret primary sources required significant scaffolding. Though none of the pilot teachers perceived themselves as technology users, they responded positively to the experience and used more student-centered lessons with treatment groups than with comparison groups. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01