A Means to an End: A Middle Level Teacher's Purposes for Using Historical Simulations

Autor/inn/en	Gradwell, Jill M.; DiCamillo, Lorrei
Titel	A Means to an End: A Middle Level Teacher's Purposes for Using Historical Simulations
Quelle	In: Middle Grades Research Journal, 8 (2013) 3, S.39-59 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Simulation; Teaching Methods; Middle School Students; Grade 8; History Instruction; Educational Objectives; Social Studies; Middle School Teachers; Student Motivation; Industry; Work Environment; Occupational Safety and Health; Qualitative Research; United States History; New York + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; History lessons; Geschichtsunterricht; Educational objective; Bildungsziel; Erziehungsziel; Gemeinschaftskunde; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulische Motivation; Industrie; Arbeitsmilieu; Occupational safety; Arbeitssicherheit; Qualitative Forschung
Abstract	Historical simulations are often criticized for being superficial, reinforcing negative stereotypes, and skewing students' view of history. Simulation critics argue if inexperienced teachers implement simulations, they may adversely influence students' psychological development, especially if students take roles as perpetrators or victims. Additionally, critics assert simulations can focus on the horrors rather than the accomplishments of the group under study, and deflect attention from current oppressions. These critiques come from various groups who are concerned with simulations related to issues of oppression, racism, or genocide. Despite these criticisms of classroom simulations, many teachers continue to use and embrace them to simulate different historical events. This article focuses on the espoused purposes of 1 eighth-grade teacher whose practice and views stand in contrast to the critics' assertions about historical simulations. We discovered he reported 4 different purposes for using simulations: to hook students into the unit of study, to provide them with a foundation of historical knowledge, to assist them in learning diverse historical perspectives, and to connect the past to the present. We argue he is a case of a teacher using simulations as a means, not an end, for meeting the many goals he has for his students as they learn history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01