Literaturnachweis - Detailanzeige
| Autor/inn/en | Saye, John W.; Brush, Thomas |
|---|---|
| Titel | The Persistent Issues in History Network: Using Technology to Support Historical Inquiry and Civic Reasoning |
| Quelle | In: Social Education, 69 (2005) 3, S.168 (4 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0037-7724 |
| Schlagwörter | Teaching Methods; History Instruction; Educational Technology; Problem Based Learning; Social Studies; Curriculum Design |
| Abstract | Teachers who have tried problem-based historical inquiry have often found its demands overwhelming. Both teachers and students need a support structure to assist them with the inquiry process. The Persistent Issues in History (PIH) Network seeks to nurture and support a national community of teachers who engage their students in problem-based historical study that promotes competent citizenship. With partner teachers, the authors developed a set of criteria for designing PIH curriculum that supports inquiry into historical instances of fundamental societal questions. Any educator can become a member of the PIH network at no cost by agreeing to the usage/participation requirements listed on the enrollment page. The nuanced understanding of history required for civic competence represents a formidable challenge for social studies teaching. Technological tools and support alone provide no panacea for meeting this challenge. However, when incorporated into a strategy for problem-based learning, the power of technology presents twenty-first century teachers with possibilities that have been unavailable to past generations of professionals. (ERIC). |
| Anmerkungen | National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Web site: http://www.nsta.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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