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The use of historical fiction trade ...

Wooten, Deborah Ann.

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The use of historical fiction trade books in collaboration with a social studies textbook and its relation to learning in the social studies' classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The use of historical fiction trade books in collaboration with a social studies textbook and its relation to learning in the social studies' classroom./
作者:	Wooten, Deborah Ann.
面頁冊數:	197 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0769.
Contained By:	Dissertation Abstracts International53-03A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9222975

The use of historical fiction trade books in collaboration with a social studies textbook and its relation to learning in the social studies' classroom.
Wooten, Deborah Ann.

The use of historical fiction trade books in collaboration with a social studies textbook and its relation to learning in the social studies' classroom. - 197 p.

Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0769.

Thesis (Ph.D.)--New York University, 1992.

Quantitative research supports the conclusion that students are not getting an in-depth sense of history (Hammack, Hartoonian, Howe, Jenkins, Levstik, MacDonald, Mullis, Owen 1989) and indicates that this may be linked to the fact that by and large, the sole resources used in teaching social studies are the textbook and the curriculum guide (Tyson & Woodward, 1989). According to Levstik (1989), students are not interested in learning though social studies textbooks because expository texts have been stripped of their story context to render them more comprehensive and objective. This study explored four fourth graders who were exposed to their social studies textbook and three complementary historical fiction trade books read aloud to them in their regular classroom by their teacher.Subjects--Topical Terms:

1019148
Education, Social Sciences.

The use of historical fiction trade books in collaboration with a social studies textbook and its relation to learning in the social studies' classroom.
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245 1 4 $a The use of historical fiction trade books in collaboration with a social studies textbook and its relation to learning in the social studies' classroom.
300 $a 197 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0769.
500 $a Chair: Lenore Ringler.
502 $a Thesis (Ph.D.)--New York University, 1992.
520 $a Quantitative research supports the conclusion that students are not getting an in-depth sense of history (Hammack, Hartoonian, Howe, Jenkins, Levstik, MacDonald, Mullis, Owen 1989) and indicates that this may be linked to the fact that by and large, the sole resources used in teaching social studies are the textbook and the curriculum guide (Tyson & Woodward, 1989). According to Levstik (1989), students are not interested in learning though social studies textbooks because expository texts have been stripped of their story context to render them more comprehensive and objective. This study explored four fourth graders who were exposed to their social studies textbook and three complementary historical fiction trade books read aloud to them in their regular classroom by their teacher.
520 $a Findings were collected and analyzed in various contexts and forms in order to capture "thick data" (Lofland & Lofland, 1984). I collected writing samples, observations, tape recorded and transcribed various sessions both individually and in group settings. Susan Lytle's (1982) method of documenting "think alouds" was implemented during three of the individual interviews and three of the group interviews. Using this method, the students responded freely to the text on a line-by-line basis. As the student processed text in a "think-aloud session, it took on the aspect of a sporting event in which an announcer gives play-by-play commentary of the action" (Beach, 1990, p. 66). I also collaborated with the participants' teacher about their connections between historical fiction trade books and their social studies textbook. In this way, I could examine students' responses to historical fiction trade books and their social studies textbook from several directions.
520 $a In this study, three out of the four participants who read historical fiction novels in conjunction with social studies textbook, were able to recall, demonstrate comprehension of, and progress to critical analysis of social studies concepts, largely through their references, both written and spoken, to specific portions of the historical fiction trade books.
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790 $a 0146
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792 $a 1992
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