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Fostering Analysis in Historical Inquiry through Multimedia Embedded Scaffolding
ARTICLE

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Theory and Research in Social Education Volume 36, Number 3, ISSN 0093-3104

Abstract

This article reports on the findings of a study designed to assess the utility of a multimedia tutorial intended to scaffold the development of historical source analysis through the use of the SCIM strategy. Seventy-seven undergraduate students (29 males, 48 females) with a mean age of 19.4 years engaged in a 2.5-hour tutorial across three instructional episodes. Students were assessed for retention of the SCIM strategy following each instructional episode (posttests 1-3) and assessed for the application of the SCIM strategy both before the instructional episodes (pretest) and following each episode (posttests 1-3). The results indicate that students learned to recall the SCIM strategy well and apply the first three, of four, stages of the SCIM strategy to new historical sources. This study joins a growing body of empirical research designed to examine how digital technologies can support the teaching and learning of the doing of history. (Contains 3 tables.)

Citation

Hicks, D. & Doolittle, P.E. (2008). Fostering Analysis in Historical Inquiry through Multimedia Embedded Scaffolding. Theory and Research in Social Education, 36(3), 206-232. Retrieved July 20, 2019 from .

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Cited By

View References & Citations Map
  • Introducing Digital Humanities Projects and ARCHIE to Social Studies Preservice Teachers: Notes from the Field

    David Hicks & Todd Ogle, Virginia Tech, United States; Thomas Tucker, Virgnia Tech, United States; Aaron Johnson, Virginia tech, United States; Lisa Pennington, Virginia Tech, United States; Stephanie van Hover, University of Virginia, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2694–2701

  • Guidelines for Using Technology to Prepare Social Studies Teachers

    David Hicks, Virginia Tech, United States; John K. Lee, North Carolina State University, United States; Michael Berson, University of South Florida, United States; Cheryl Bolick, University of North Carolina at Chapel Hill, United States; Richard Diem, The University of Texas at San Antonio, United States

    Contemporary Issues in Technology and Teacher Education Vol. 14, No. 4 (December 2014) pp. 433–450

  • Lincoln Telegrams: An app for supporting historical inquiry

    Jonathan List & John Lee, North Carolina State University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3281–3283

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