Textbook vs. Historical Fiction: Impact on Social Studies Students

Autor/in	Rider, Amanda
Titel	Textbook vs. Historical Fiction: Impact on Social Studies Students
Quelle	(2013), (96 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-6545-6
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Grade 8; Social Studies; Fiction; Novels; Supplementary Reading Materials; Learner Engagement; Student Interests; Difficulty Level; Textbooks; United States Literature; United States History; Student Attitudes; Teaching Methods; Delivery Systems; Qualitative Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Gemeinschaftskunde; Fiktion; Novel; Roman; Reading materials; Lesekartei; Studieninteresse; Schwierigkeitsgrad; Textbook; Text book; Schulbuch; Lehrbuch; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Auslieferung; Qualitative Forschung
Abstract	The purpose of this study was to examine the effects of adding historical fiction novels as a supplement to the textbook in an eighth grade social studies course. This qualitative study focused on student interest and feedback as their social studies class was altered through the addition of historical fiction novels. The research questions were formulated to determine how instructional delivery of the teacher changed with the addition of historical fiction novels, and how the additional teaching tool affected the students. Using qualitative methods, the data was collected through student and teacher interviews, as well as researcher memos. Four findings were indicated: (a) the social studies teacher greatly impacted student interest and learning, (b) students found social studies to be both an engaging and difficult experience, (c) students placed a low value in textbooks while recognizing their necessity, and (d) students had a positive perception of historical fiction novels. The implications of this study are that positive perceptions of the teacher directly correlate to positive perceptions of the American History course, and the addition of historical fiction novels increases student understanding and empathy. [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