"Fun" Pedagogy Curtails Intellectual Rigor in a U.S. History Class

Autor/in	DiCamillo, Lorrei
Titel	"Fun" Pedagogy Curtails Intellectual Rigor in a U.S. History Class
Quelle	In: Journal of Social Studies Research, 34 (2010) 2, S.175-207 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-985X
Schlagwörter	History Instruction; Case Studies; United States History; Critical Thinking; Teaching Methods; Debate; Primary Sources; Humor; Classroom Environment; Competition; High Schools; Social Studies; Observation; Interviews; Thinking Skills; Student Motivation; California + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Case study; Fallstudie; Case Study; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Debating; Streitgespräch; Primärquelle; Humoristische Darstellung; Klassenklima; Unterrichtsklima; Wettkampf; High school; Oberschule; Gemeinschaftskunde; Beobachtung; Interviewing; Interviewtechnik; Denkfähigkeit; Schulische Motivation; Kalifornien
Abstract	This case study examines a U.S. History class where a veteran teacher uses challenging primary source documents and a debate to encourage his students to think critically about history. The teacher is knowledgeable about the subject matter and articulates a clear purpose for teaching. Surprisingly, the author finds that the teacher's methods, which include the use of competitions and games, contradict some of his espoused teaching goals and some student's engagement in the class. The ambitious four-week competitive debate the teacher enacts creates an adversarial classroom climate where students focus on competing with each other. Additionally, the teacher's jokes and sense of humor encourage students' attention during lessons, but limit student's abilities to discuss issues intelligently. The findings add to the research base about teachers who use entertainment and gamesmanship, and illustrate how a teacher's beliefs and pedagogy undermined the quality of lessons and the student experiences in the class. (As Provided).
Anmerkungen	International Society for the Social Studies. University of Central Florida College of Education, Suite 123M P.O. Box 161250, Orlando, FL 32816. e-mail: ISSS@mail.ucf.edu; Web site: http://www.TheISSI.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10