| Title |
Description/Abstract |
Link
|
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. |
|
| 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. |
|
