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.444-484 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Randomized Controlled Trials; Oral History; Interviews; Intervention; History Instruction; Control Groups; Experimental Groups; Pretests Posttests; Achievement Tests; Achievement Gains; Multimedia Instruction; Intermode Differences; Competency Based Education; Teaching Methods; Instructional Effectiveness; Grade 9; Predictor Variables; Statistical Analysis; Correlation; Comparative Analysis; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Oral tradition; Mündliche Überlieferung; Interviewing; Interviewtechnik; History lessons; Geschichtsunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; Multimediales Lernen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; School year 09; 9. Schuljahr; Schuljahr 09; Prädiktor; Statistische Analyse; Korrelation; Ausland; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01