Active Learning in History Teaching in Higher Education: The Effect of Inquiry-Based Learning and a Student Response System-Based Formative Assessment in Teacher Training

Autor/inn/en	Tirado-Olivares, Sergio; Cózar-Gutiérrez, Ramón; García-Olivares, Rebeca; González-Calero, José Antonio
Titel	Active Learning in History Teaching in Higher Education: The Effect of Inquiry-Based Learning and a Student Response System-Based Formative Assessment in Teacher Training
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 5, S.61-76 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cózar-Gutiérrez, Ramón) ORCID (González-Calero, José Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Active Learning; History Instruction; Higher Education; Preservice Teacher Education; Preservice Teachers; Inquiry; Instructional Effectiveness; Audience Response Systems; Formative Evaluation; Gender Differences; Technology Integration; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Aktives Lernen; History lessons; Geschichtsunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Unterrichtserfolg; Geschlechterkonflikt; Ausland; Spanien
Abstract	Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative study analysed the impact of the implementation of a mixed methodology using inquiry-based learning and a student response system (SRS) for the formative assessment of the academic achievement of 240 prospective primary teachers of history. The application of this mixed methodology shows better academic results than traditional lecture-based teaching. In addition, students' scores achieved through use of the SRS predicted the scores of male students in the final exam; however, this was not in the case for females. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01