An Action Research Study of Conceptual Modeling Pedagogy in High School History

Autor/in	Coven, Robert Michael
Titel	An Action Research Study of Conceptual Modeling Pedagogy in High School History
Quelle	(2018), (182 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-8291-9
Schlagwörter	Hochschulschrift; Dissertation; History Instruction; High School Students; Teaching Methods; Thinking Skills; Modeling (Psychology); Concept Formation; Action Research; Metacognition + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; History lessons; Geschichtsunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Modeling; Modelling; Modellierung; Concept learning; Begriffsbildung; Projektforschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This dissertation focuses on the ways in which conceptual modeling illuminates, supports, and enhances historical thinking; and examines the extent to which modeling can help students get past the misconceptions that form barriers on their way to gaining better understanding. Conceptual modeling is done in four phases---preparation, development, discussion, and deployment--and is designed to give students the opportunity to develop theory and derive meaning from historical evidence. The study asked: the extent students felt the integration of modeling as a pedagogy enabled them to attain concepts and skills central to historical understanding; how students perceived and described the processes involved in conceptual modeling and historical inquiry; and whether conceptual modeling had altered their view of historical inquiry, or on their more general thinking and learning. This action research study made use of qualitative methods taken from action research methodology. Data were collected from student participants through metacognitive assessments and were analyzed through a multi-stage coding process. This research was conducted in a private high school and the participants, at the time of the study, were former students of the researcher/observer. The research was undertaken to better understand the perceptions students have of the role conceptual modeling plays in the development of what they see as the concepts and skills central to their historical thinking. The study demonstrated how the modeling pedagogy aided students in developing a more complex understanding of historical concepts (Bloom, 1956; Martorella, 1971; Timmins, G., Vernon, K., & Kinealy, C., 2005). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01