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Using documents for historical under...

Robinson, Cecil Douglas.

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Using documents for historical understanding: A study of a preservice elementary social studies methods class.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Using documents for historical understanding: A study of a preservice elementary social studies methods class./
作者:	Robinson, Cecil Douglas.
面頁冊數:	383 p.
附註:	Director: Mitchell J. Nathan.
Contained By:	Dissertation Abstracts International63-02A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3043559
ISBN:	0493573747

Using documents for historical understanding: A study of a preservice elementary social studies methods class.
Robinson, Cecil Douglas.

Using documents for historical understanding: A study of a preservice elementary social studies methods class. - 383 p.

Director: Mitchell J. Nathan.

Thesis (Ph.D.)--University of Colorado at Boulder, 2002.

This study explored the development of preservice elementary teachers' (PSTs) historical understanding through their participation in a social studies methods course that framed its curriculum around overarching themes of voice and complexity. Understanding PSTs' development was framed using prior cognitive research, and the situative perspective of learning. The cognitive framework formed the basis for claims about the underlying processes and mental representations of multiple text comprehension necessary for historical understanding. The situative framework provided a means to analyze classroom practices, and PSTs participation in those practices, in relation to PSTs demonstrated cognitive performance. This framework provided the basis to explore the questions: How did PSTs reason about, and reason with, documents? What were the practices within the social studies methods course? And, what were the different forms of participation of PSTs within this methods course, and how do they change over the course of the semester? Multiple methods were used to answer these questions that included: pretest/posttest experiment argument writing, document-recall and trustworthiness-ranking tasks, classroom observations, and interviews of individual PSTs.

ISBN: 0493573747Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Using documents for historical understanding: A study of a preservice elementary social studies methods class.
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245 1 0 $a Using documents for historical understanding: A study of a preservice elementary social studies methods class.
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520 $a This study explored the development of preservice elementary teachers' (PSTs) historical understanding through their participation in a social studies methods course that framed its curriculum around overarching themes of voice and complexity. Understanding PSTs' development was framed using prior cognitive research, and the situative perspective of learning. The cognitive framework formed the basis for claims about the underlying processes and mental representations of multiple text comprehension necessary for historical understanding. The situative framework provided a means to analyze classroom practices, and PSTs participation in those practices, in relation to PSTs demonstrated cognitive performance. This framework provided the basis to explore the questions: How did PSTs reason about, and reason with, documents? What were the practices within the social studies methods course? And, what were the different forms of participation of PSTs within this methods course, and how do they change over the course of the semester? Multiple methods were used to answer these questions that included: pretest/posttest experiment argument writing, document-recall and trustworthiness-ranking tasks, classroom observations, and interviews of individual PSTs.
520 $a The results of this study indicate significant development of PSTs' reasoning with documents through their increased use and trust of primary sources and participant accounts. However, there were limited changes to the ways PSTs reasoned with documents. Each of these results was explained through the classroom practices, and participation of individual students. Such results indicate that preservice social studies methods classes can overcome the problem that drove this study—limitations of instruction time, and limited content and pedagogical knowledge of future elementary teachers. Future directions of this work point to additional basic and applied research in historical understanding—at the basic level on the effects of document-selection and PSTs' argumentative stances on argument creation, and at the applied level addressing potential pitfalls of the current curriculum.
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