ERIC Number: EJ1040191
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Reference Count: 39
Integrating Wikis in the Support and Practice of Historical Analysis Skills
Cabiness, Catherine; Donovan, Loretta; Green, Tim D.
TechTrends: Linking Research and Practice to Improve Learning, v57 n6 p38-48 Nov 2013
This case study examines the benefits of integrating wikis into the World History curriculum. Six middle school students chosen because of their designation in relevant subgroups--GATE, AVID, and RSP--participated in this 20-week study. Abstract historical concepts can be difficult to grasp; therefore, students collaborated via a wiki on topics that required students to practice historical analysis skills that are utilized by historians and social scientists who are experts in their field. Historical and social science analysis skills add rigor to the curriculum as students develop a deeper understanding of historical events beyond the core curriculum. Findings indicate that students, when given the option, chose to use higher order thinking skills. The high number of responses by the RSP students was a surprising outcome. The data indicates that wikis foster collaborative learning, interaction, and natural student inquiry.
Descriptors: Case Studies, Middle School Students, World History, History Instruction, Technology Uses in Education, Web Sites, Concept Formation, Social Sciences, Thinking Skills, Cooperative Learning, Inquiry, Interaction, Instructional Effectiveness
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A