"Because the United States Is a Great Melting Pot": How Students Make Sense of Topics in World History

Autor/in	Kim, Geena
Titel	"Because the United States Is a Great Melting Pot": How Students Make Sense of Topics in World History
Quelle	In: Theory and Research in Social Education, 51 (2023) 3, S.372-407 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2022.2162466
Schlagwörter	Middle School Students; World History; Knowledge Level; Social Influences; Cultural Influences; History Instruction; Concept Formation; World Views; Interaction; Grade 6; Grade 7; Educational Strategies + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weltgeschichte; Wissensbasis; Sozialer Einfluss; Cultural influence; Kultureinfluss; History lessons; Geschichtsunterricht; Concept learning; Begriffsbildung; World view; Weltanschauung; Interaktion; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Lehrstrategie
Abstract	This study is an exploration of how U.S. middle school students interacted with different topics in world history, and how their specific understandings of topics were connected to both sociocultural and instructional contexts. I observed two world history classrooms in a Midwestern Catholic school for 10 months and conducted task-based group interviews on 6 topics with 66 students. Findings indicate that students interacted differently with different topics, and their understandings of the given topics aligned with prior conceptions, situated in their sociocultural contexts, and teacher instruction in a complicated process. At times, the teachers' instruction accommodated students' prior conceptions, strengthening their misunderstandings. Certain instructional strategies also evoked students' awareness of their current contextual values, such as democracy, human rights, and nonviolence, hindering them from rationally understanding different contexts in history. There were times, however, when the teachers' intentional instruction overshadowed prevailing discourses, allowing students to successfully construct new understandings. From these findings, I argue that to be prepared for the world of their future, U.S. students need to go beyond the parameters of their sociocultural contexts and develop a comprehensive understanding, both nationally and globally, of the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01