The Efficacy of Living History in an Educational Setting

Autor/inn/en	Cox, Darrin; Bauer-Leffler, Simon
Titel	The Efficacy of Living History in an Educational Setting
Quelle	In: History Teacher, 56 (2023) 2, S.267-289 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	History Instruction; Elementary School Students; High School Students; Knowledge Level; Student Attitudes; Elementary School Teachers; High School Teachers; Teacher Attitudes; Teaching Methods; Cultural Activities; Role Playing; West Virginia + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wissensbasis; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural activity; Kulturelle Aktivität; Rollenspiel
Abstract	Living history, and/or reenactment, brings the lives and experiences of a past age into the modern era to provide a contextualized interpretation of long-gone cultures. Academic literature suggests that presentations by properly trained living historians at historical sites and museums are connected to more positive visitor experience and learning. The use of expert living history in classroom settings is less common, however, and represents a significant gap in the available literature. In this article, the authors review the ten-year-long Viking Living History Project (VLHP), which utilized an expert living history encampment as a teaching tool. Analysis of ex post facto evaluation of student participants suggests that participation in a classroom-based encampment was connected to growth in knowledge of Viking culture in elementary- and high school-age students. Additionally, in-service teachers who participated believed that both their knowledge and their students' knowledge about the Vikings increased significantly. Based on these findings, the researchers suggest that expanded utilization of classroom-based, formally trained living history may provide necessary context to the interpretation of history and better engage students in an educational setting. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01