Wikis and Constructivism in Secondary Social Studies: Fostering a Deeper Understanding

Autor/inn/en	Heafner, Tina L.; Friedman, Adam M.
Titel	Wikis and Constructivism in Secondary Social Studies: Fostering a Deeper Understanding
Quelle	In: Computers in the Schools, 25 (2008) 3-4, S.288-302 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
Schlagwörter	Constructivism (Learning); Self Efficacy; Teaching Methods; Secondary School Students; Learner Engagement; Outcomes of Education; Instructional Effectiveness; Student Motivation; Interviews; Social Studies; Educational Technology; Computer Assisted Instruction; Technology Integration; Internet; Computer Software; Web Sites; Electronic Publishing; Student Developed Materials; Student Projects; Cognitive Development; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Lernleistung; Schulerfolg; Unterrichtserfolg; Schulische Motivation; Interviewing; Interviewtechnik; Gemeinschaftskunde; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Web-Design; Elektronisches Publizieren; Schulprojekt; Kognitive Entwicklung
Abstract	Web 2.0 software, in particular wikis, have the potential to allow students to become active contributors to the Internet and, as a result, restructure traditional learning environments. In this study, the effects of student-created wikis were evaluated through measures of student engagement, cognitive benefits, and student learning in both the short and long term. Data suggest that the use of wikis facilitated a pedagogical shift from traditional teacher-centered instructional approaches to student-oriented, constructivist learning, which resulted in increased student self-efficacy and motivation. Additionally, in interviews eight months following the project implementation, students who had created wikis demonstrated greater content retention and understanding than peers who had learned the same content through teacher-directed instruction. The long-term cognitive value of the wikis positively impacted student understanding by helping students to link content, both literally and figuratively, and develop a deeper understanding of content through visualization of the chronology of events as well as cause and effect relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10