Compositional Encounters: Evolvement of Secondary Students' Narratives While Making Historical Desktop Documentaries

Autor/in	Schul, James E.
Titel	Compositional Encounters: Evolvement of Secondary Students' Narratives While Making Historical Desktop Documentaries
Quelle	In: Journal of Social Studies Research, 36 (2012) 3, S.219-244 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-985X
Schlagwörter	Foreign Countries; Documentaries; Teacher Educators; European History; Historical Interpretation; History Instruction; Academic Freedom; Intellectual Freedom; Secondary School Teachers; Writing (Composition); Evidence; Creativity; Case Studies; Advanced Placement; Advanced Placement Programs; Theories; Cultural Context; Multimedia Materials; Classroom Techniques; Secondary School Students; Interviews + Suchen Sie Ihr Suchwort? Ausland; Documentary film; Documentary films; Dokumentarfilm; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Historische Interpretation; History lessons; Geschichtsunterricht; Akademische Freiheit; Intellektuelle Unabhängigkeit; Schreibübung; Evidenz; Kreativität; Case study; Fallstudie; Case Study; Theory; Theorie; Klassenführung; Sekundarschüler; Interviewing; Interviewtechnik
Abstract	The increased popularity of desktop documentary making among both teachers and students in history classrooms warrants an examination of its integration into classroom instruction. This multiple case study focused on two secondary students in an AP European History course during a unit that featured desktop documentary making. Employing Cultural Historical Activity Theory (CHAT) as a theoretical framework, this study revealed that the students constructed historical narratives with multiple web-based encounters that affected their composition over a span of time. Whenever students experienced tensions in their narrative process, the students made historical judgments that furthered the narrative process. These judgments were, at times, based on evidence, and at other times devoid of evidence. These findings suggest that students may form baseless historical conclusions when given creative freedom in a desktop documentary making assignment. The challenge for history teachers and teacher educators who seek to integrate desktop documentary making into their instructional repertoire is to balance the need to provide students with creative freedom while creating an instructional setting that effectively and efficiently addresses students' historical understanding. (Contains 3 figures and 1 table.) (As Provided).
Anmerkungen	International Society for the Social Studies. University of Central Florida College of Education, Suite 123M P.O. Box 161250, Orlando, FL 32816. e-mail: ISSS@mail.ucf.edu; Web site: http://www.TheISSI.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10