An Investigation of Interactive, Dialogue-Based Instruction for Undergraduate Art History

Autor/in	Gioffre, Penelope
Titel	An Investigation of Interactive, Dialogue-Based Instruction for Undergraduate Art History
Quelle	(2012), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art History; Instructional Effectiveness; College Instruction; Introductory Courses; Undergraduate Study; Discussion (Teaching Technique); Comprehension; Retention (Psychology); College Freshmen; Learner Engagement; Cognitive Psychology; Learning Theories; Instructional Innovation; Action Research; Student Surveys; Formative Evaluation; Summative Evaluation; Lesson Plans + Suchen Sie Ihr Suchwort? History of art; History of arts; Kunstgeschichte; Unterrichtserfolg; Hochschullehre; Einführungskurs; Grundstudium; Verstehen; Verständnis; Merkfähigkeit; Studienanfänger; Kognitive Psychologie; Learning theory; Lerntheorie; Educational Innovation; Bildungsinnovation; Projektforschung; Schülerbefragung; Lesson planning; Unterrichtsplanung
Abstract	This paper explores the feasibility and efficacy of incorporating an interactive, discussion-based instructional approach into an undergraduate art history survey course and investigates effects of the new pedagogic strategy on students' demonstrated comprehension and retention of required content. The action research project follows a systematic process of inquiry commonly used by professional educators looking to improve the quality of their own practices. First, background is established and relevancy is demonstrated through a comprehensive literature review. This paves the way for a discussion of methodology, which includes a description of an original instructional technique that combines student-centered dialogue with interactive exercises designed to enhance critical, higher-order thinking and metacognition in a representative sample of first year college students taking a required art history course. An analysis of the impact and implications of the new teaching method is also presented. In closing, the writer contends that incorporating an updated instructional strategy into the traditional slide-lecture format of art history is more effective than the traditional method alone in promoting cognition and increasing achievement, and suggests that similar interactive strategies can be successfully employed to enhance the quality of students' academic experience in circumstances comparable to the one presented. An appendix includes: Art History II Interactive Discussion-Based Lesson Plan. (Contains 4 tables and 1 footnote.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10