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PIHNet Publications & Presentations
Title
Description/Abstract
Link
Supporting Problem-Based Historical Inquiry for Elementary and Secondary Teachers: Scaffolded Lesson Study Materials presented at the 2013 AERA Conference, San Francisco, CA
Ethical reasoning of high school seniors exploring issues of free speech Materials presented at the 2013 AERA Conference, San Francisco, CA
Historical Dilemmas: Andrew Jackson and the Debate Over Indian Removal Materials presented at the 2012 NCSS Conference, Seattle, WA
Ethical reasoning of high school seniors exploring issues of free speech Paper presented at the 2012 CUFA Conference, Seattle, WA
Justice or Care? Ethical reasoning of pre-service social studies teachers Paper presented at the 2011 AERA Conference, New Orleans, LA
Using digital resources to facilitate professional practice and community among elementary social studies teacher educators Materials presented at the 2010 CUFA Conference, Denver, CO
Ethical reasoning of pre-service teachers: justice, care, or both? Materials presented at the 2010 CUFA Conference, Denver, CO
Did the Industrial Revolution diminish or improve quality of life? Materials presented at the 2010 SSCA Conference, Birmingham, AL
Assessing Programmatic Effects on Pre-service Social Studies Teachers' Instructional Decision-making Paper presented at the 2009 College and University Faculty Assembly, Atlanta, GA

Assessing Program Effectiveness for Promoting Professional Teaching Knowledge about Problem-based Historical Inquiry

 Paper presented at the 2009 AERA Conference, San Diego, CA.

How do pre-service social studies teachers implement problem-based historical inquiry strategies: A scenario -based survey study

Paper presented at the 2008 AERA Conference, New York.
Developing a professional knowledge culture for problem-based historical inquiry: Scaffolded lesson study Paper presented at the 2008 AERA Conference, New York.
Meeting the challenges of issue-centered instruction with low-achieving students Paper presented at the 2007 CUFA Conference, San Diego, CA.
Strategies for preparing pre-service social studies teachers to effectively integrate technology: Models and practices Paper presented at the 2007 CUFA Conference, San Diego, CA.
Evaluation of the Persistent Issues in History Laboratory for Virtual Field Experience (PIH-LVFE)

Paper presented at the 2007 AERA Conference, Chicago, IL.
Supporting Problem-based Historical Inquiry with Technology-Enhanced Learning Environments Paper presented at the 2006 NCSS Conference, Washington, DC.
Scaffolding Critical Reasoning in History and Social Studies: Tools to Support Problem-Based Historical Inquiry Paper presented at the 2006 AERA Conference, San Francisco, CA.
Attempting Issues-Centered Instruction in a Challenging Environment Paper presented at the 2006 AERA Conference, San Francisco, CA.
The Persistent Issues in History Network: Using Technology to Support Historical Inquiry and Civic Reasoning Published in the April, 2005 issue of Social Education.
Technology as a Lever for Expanding Investigations of the Development of Problem-Based Civic Inquiry Paper presented at the 2005 NCSS Conference, Kansas City, MO.

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Using Mentoring to Develop Collaborative Communities of Inquiry-Based Practice Paper presented at the 2005 NCSS Conference, Kansas City, MO.
Modeling Inquiry-Based Learning in Social Studies: The Persistent Issues in History Laboratory for Virtual Field Experience Paper presented at the 2005 AECT Conference, Orlando, FL.
The Effects of Multimedia-Supported Problem-Based Historical Inquiry on Student Engagement, Empathy, and Assumptions about History Paper presented at the 2005 AERA Conference, Montreal, Canada.
Supporting Learners in Technology-Enhanced Student-Centered Learning Environments
Technology-enhanced student-centered learning environments provides learners with computer-based tools and resources to facilitate the completion of problem-based tasks. However, with TESCLEs, technology serves as a support and resources for students in their efforts to solve overarching authentic problems. Student success in these environments may be attributed to be types and amount of support they receive both from the environment and from the teacher. This paper will discuss different methods for providing students with support - defined as hard and soft scaffolding - and will provide examples of how these support are embedded into Decision Point!, a TESCLE focusing on the African-American civil rights movement that occurred in the USA in the 1960s.
Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problem-based practices. We present a longitudinal analysis of one expository-oriented teacher's experience with such an environment and examine underlying belief, knowledge, and dispositional factors that may affect a teacher's openness to inquiry. We hypothesize that work with such an environment may encourage reconsideration of some elements of teaching practice. However, those elements most closely related to dispositional influences may be more resistant to change than other features.
Promoting Civic Competence through Problem-based History Learning Environments This paper presents a civic rationale for focusing pre-collegiate history study around enduring societal issues. We discuss the challenges that problem-based historical inquiry poses for teachers and learners. Finally, we describe and exemplify how a technology-supported learning environment can mitigate those challenges.
Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments This article advances a continuing line of research that investigates the potential of hypermedia resources and scaffolding for supporting problem-based social studies and developing critical reasoning. Our findings suggest that expert guidance may be embedded into the learning environment to give students conceptual and strategic roadmaps that assist them in understanding the process of disciplined inquiry. However, our results also emphasize the difficulties in managing the cognitive challenges posed by ill-structured social problems and suggest limits to the embedded support that can be provided for complex thinking.
Implementation and Evaluation of a Student-Centered Learning Unit: A Case Study The purpose of this case study was to explore the issues involved in implementing a technology-enhanced student centered unit in order to provide recommendations to improve and enhance these types of learning activities. Results of this study suggest that a variety of factors impact the success or failure of student-centered activities, including student orientation to the unit problem, student collaboration, teacher management strategies, and student accountability mechanisms.
Student Engagement with Social Issues in a Multimedia-supported Learning Environment This paper explores high school students' responses to a technology-supported, problem-based U.S. history unit. Findings suggest that scaffolded multimedia may provide a more authentic context for learning that raises student interest, confronts students with alternative perspectives, and makes knowledge more available for application to social problems.
   

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Dr. John Saye, Auburn University, Phone: (334)844-6891, email: sayejoh@auburn.edu;
Dr. Thomas Brush, Indiana University, Phone: (812)856-8458, email: tbrush@indiana.edu
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