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History-as-process in a multicultural, academically diverse fifth-grade elementary class: A case study.

机译：多元文化，学术多元的五年级小学班级中的历史过程：案例研究。

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摘要

The purpose of this dissertation was to investigate what effect, if any, history-as-process might have on the comprehension, interest, and attitude of a multicultural, academically diverse fifth grade class toward history. Using a collection of primary and secondary sources pertaining to one era of American history, students were provided opportunities to formulate questions, to examine and analyze the sources, to evaluate the sources in terms of accuracy and credibility, and to make interpretations about people and their lives during the historical era being studied.;Student investigations using the history-as-process method for an indepth study of the antebellum South era were conducted during a twelve week period during the 1995-1996 second semester in a rural Southern, elementary school. This eclectic method allowed students to experience a sampling of life as it might have been according to primary and secondary sources from each of the three major locales in antebellum South history: plantations, towns, and backwoods. Through the use of the five senses, Gardner's (1995) seven intelligences, the arts, reading skills, writing skills, and the historical method, students explored the three major themes of family, education, and work. Multiple sources of data were collected from four case study participants chosen as representatives of their multicultural, academically diverse fifth grade class.;The results of the data analysis indicated that history-as-process was a developmentally appropriate method for teaching this class of students. Given opportunities to explore history as the study of people rather than as traditional cut-and-dried textbook facts and dates, these students clearly demonstrated that they were able to understand more about themselves, more about those who lived before them during the antebellum South era, and more about the distinctions between the present and the past. Throughout their engagement in the history-as-process method, students demonstrated positive changes in attitude toward, interest in, and comprehension of history. They also demonstrated positive changes in attitude toward, interest in, and comprehension of both reading and writing. In sum, the history-as-process method encouraged these elementary students to think historically, and thus, they were able to demonstrate a basic understanding of history and the work of historians.
机译：本论文的目的是研究历史过程是否会对多元文化，学术上多元的五年级学生对历史的理解，兴趣和态度产生影响。通过使用与一个美国历史时期相关的主要和次要资源，学生可以有机会提出问题，检查和分析资源，在准确性和可信度方面评估资源以及对人和他们的人进行解释。 1995年至1996年第二学期的十二周期间，在南部农村的一所小学进行了学生调查，使用过程历史方法进行了深入的研究，以深入研究南战前时代。这种折衷的方法使学生可以体验生活的采样，这可能是根据南方战前历史上三个主要地区（种植园，城镇和偏僻地区）的主要和次要来源得出的。通过使用五种感官，加德纳（Gardner，1995）的七种智力，艺术，阅读技巧，写作技巧和历史方法，学生探索了家庭，教育和工作这三个主要主题。从四个案例研究参与者中收集了多种数据来源，这些参与者被选为他们的多元文化，学术上多样化的五年级的代表。这些学生有机会探索历史作为人们的研究，而不是传统的枯燥的教科书的事实和日期，这清楚地表明了他们能够更多地了解自己，更多地了解南方战前时代之前的生活，以及有关现在与过去之间的区别的更多信息。在整个过程中，学生在对历史的态度，兴趣和理解方面都表现出积极的变化。他们还表现出对阅读和写作的态度，兴趣和理解方面的积极变化。总之，历史处理方法鼓励这些小学生进行历史性思考，因此他们能够展示出对历史和历史学家工作的基本理解。

著录项

  • 作者

    Cox, Debra Phillips.;

  • 作者单位

    Clemson University.;

  • 授予单位 Clemson University.;
  • 学科 Education Elementary.;Education Social Sciences.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 1997
  • 页码 125 p.
  • 总页数 125
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;社会科学教育与普及;教育;
  • 关键词

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