Connecting Learning: How Revisiting Big Idea Questions Can Help in History Classrooms

Autor/in	Virgin, Robb
Titel	Connecting Learning: How Revisiting Big Idea Questions Can Help in History Classrooms
Quelle	In: Social Studies, 105 (2014) 4, S.201-212 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2014.917065
Schlagwörter	History Instruction; Curriculum Design; Questioning Techniques; Learner Controlled Instruction; Mixed Methods Research; Action Research; Transfer of Training; Relevance (Education); Teaching Methods; United States History; Thinking Skills; Middle School Students; Student Surveys; Student Attitudes; Likert Scales; Predictor Variables; Instructional Effectiveness; Grading; Conflict; Learner Engagement + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Lehrplangestaltung; Befragungstechnik; Fragetechnik; Projektforschung; Training; Transfer; Ausbildung; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerbefragung; Schülerverhalten; Likert-Skala; Prädiktor; Unterrichtserfolg; Notengebung; Schulnote; Konflikt
Abstract	Many school districts across North America have turned to a framework for curriculum design and instruction called "Understanding by Design." Included in the framework is a call for teachers to create "essential questions" that provocatively ask students to consider and learn the "big ideas and core processes within the content standards" (Tomlinson and McTighe 2006, 26). Essential questions guide teaching and engage students in uncovering the important ideas at the heart of a subject (Wiggins and McTighe 1998, 28). The conceptual foundation for this curricular approach and for this research is student-centered learning. Although essential questions are being widely used across content areas, a robust field of research specifically and concretely considering how exactly these questions are best employed does not exist, especially not for history courses. Through a mixed methods approach, this practical action research project determined that revisiting the same essential questions throughout the school year greatly increased students' abilities to connect learning between units, but only slightly increased their abilities to connect learning to personal experiences outside the history classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10