ERIC Number: EJ807731
Record Type: Journal
Publication Date: 2008
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0093-3104
EISSN: N/A
Fostering Analysis in Historical Inquiry through Multimedia Embedded Scaffolding
Hicks, David; Doolittle, Peter E.
Theory and Research in Social Education, v36 n3 p206-232 Sum 2008
This article reports on the findings of a study designed to assess the utility of a multimedia tutorial intended to scaffold the development of historical source analysis through the use of the SCIM strategy. Seventy-seven undergraduate students (29 males, 48 females) with a mean age of 19.4 years engaged in a 2.5-hour tutorial across three instructional episodes. Students were assessed for retention of the SCIM strategy following each instructional episode (posttests 1-3) and assessed for the application of the SCIM strategy both before the instructional episodes (pretest) and following each episode (posttests 1-3). The results indicate that students learned to recall the SCIM strategy well and apply the first three, of four, stages of the SCIM strategy to new historical sources. This study joins a growing body of empirical research designed to examine how digital technologies can support the teaching and learning of the doing of history. (Contains 3 tables.)
Descriptors: Undergraduate Students, Learning Strategies, Tutorial Programs, Multimedia Materials, Information Technology, Scaffolding (Teaching Technique)
College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A