Learning historical thinking with oral history interviews. A cluster randomized controlled intervention study of oral history interviews in history lessons.

Autor/inn/en	Bertram, Christiane; Wagner, Wolfgang; Trautwein, Ulrich
Titel	Learning historical thinking with oral history interviews. A cluster randomized controlled intervention study of oral history interviews in history lessons.
Quelle	In: American educational research journal, 54 (2017) 3, S. 444-484Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831217694833
Schlagwörter	Kompetenz; Wissen; Randomisierung; Interventionsstudie; Testmethodik; Geschichtsunterricht; Schüler; Wissen; Geschichtsdenken; Kompetenz; Randomisierung; Schuljahr 09; Schüler; Mündliche Leistung; Geschichte (Histor); Geschichtsdenken; Geschichtsunterricht; Deutschlandlied
Abstract	The present study examined the effectiveness of the oral history approach with respect to students' historical competence. A total of 35 ninth-grade classes (N = 900) in Germany were randomly assigned to one of four conditions - live, video, text, or a (nontreated) control group - in a pretest, posttest, and follow-up design. Comparing the three intervention groups with the control group, the intervention groups scored better on four of the five achievement tests. Comparing the live group with the video and text groups, students in the live condition were more convinced of their learning progress at both measurement points. However, they scored lower than the video/text group on two achievement measures and higher on one at the posttest. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3