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Using the arts to teach history: Tea...

Suh, Yonghee.

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Using the arts to teach history: Teacher knowledge and beliefs about history.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Using the arts to teach history: Teacher knowledge and beliefs about history./
作者:	Suh, Yonghee.
面頁冊數:	226 p.
附註:	Adviser: Suzanne M. Wilson.
Contained By:	Dissertation Abstracts International67-10A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3236436
ISBN:	9780542909832

Using the arts to teach history: Teacher knowledge and beliefs about history.
Suh, Yonghee.

Using the arts to teach history: Teacher knowledge and beliefs about history. - 226 p.

Adviser: Suzanne M. Wilson.

Thesis (Ph.D.)--Michigan State University, 2006.

Using the arts has not been a popular subject in research on teaching history although a few historians and history teachers have been using them as historical evidence and a pedagogical tool in their research and teaching. Most of all, little is known about how, if any, history teachers use the arts in their classrooms and why. To address this gap in research, this study explored and responded to the two following questions: How do secondary history teachers use the arts in their teaching? How do their knowledge and beliefs influence what and how they teach history in their classrooms?

ISBN: 9780542909832Subjects--Topical Terms:

539262
Education, Secondary.

Using the arts to teach history: Teacher knowledge and beliefs about history.
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245 1 0 $a Using the arts to teach history: Teacher knowledge and beliefs about history.
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502 $a Thesis (Ph.D.)--Michigan State University, 2006.
520 $a Using the arts has not been a popular subject in research on teaching history although a few historians and history teachers have been using them as historical evidence and a pedagogical tool in their research and teaching. Most of all, little is known about how, if any, history teachers use the arts in their classrooms and why. To address this gap in research, this study explored and responded to the two following questions: How do secondary history teachers use the arts in their teaching? How do their knowledge and beliefs influence what and how they teach history in their classrooms?
520 $a To answer these questions, I collected data from three sources: interviews, observations, and classroom materials. Three high school history teachers in Michigan participated in this study. All they were experienced teachers with more than 10 year teaching experience, and taught in a junior high and high school with more than 70% of White students. My findings suggest that these teachers use the arts such as paintings, music, poems, novels, and at times movies mainly for the three purposes: first, they want to use the arts to teach a spirit of the age; second, they use the arts to teach history of ordinary people who used to be invisible on official historical records; and third, even if not using a particular kind of artwork, teachers teach the idea of history as art using multiple resources such as movies, textbook chapters, and primary sources.
520 $a To explain the teachers' reasoning behind their decisions of using the arts, I analyzed their beliefs about history and the purposes of teaching history as well as their knowledge about history. Findings suggest that the teachers' beliefs and knowledge about history and history teaching are loosely connected to their ways of using the arts. However, findings also indicate that teachers decide to use the arts because of their beliefs about general purposes of educating students to become complete human beings, anti-racists, and democratic citizens. Teachers' knowledge was also an important factor that explains how they use the arts. Teachers use a wide range and number of artwork when they have knowledge in art when they have a background in art. When teachers have less content knowledge in history and art, despite their intentions, they present the artwork as a mirror of the past rather than historical evidence that students analyze critically.
520 $a This study offers three implications. First, by exploring teachers' reasoning behind their use of the arts, it helps us understand challenges as well as merits of using the arts in enhancing students' historical understanding. Most of all, documenting teachers' reasoning, this study contributes to the field's understanding of the relationship between teacher knowledge and beliefs about social studies/history and their practice. Second, this study also provides teacher educators with a glimpse of what knowledge and skills the teachers need if they teach interdisciplinary curriculum. Third, this study also suggests that it is so hard to study someone's knowledge and beliefs. What are knowledge and beliefs? Where do knowledge end and beliefs start? Knowledge and beliefs are so interwoven together so we need to be careful when we examine knowledge and beliefs.
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