Hollywood and History: A Qualitative Study of the Impact of Film on High School Students' Historical Understanding

Autor/in	Burgard, Karen Louise
Titel	Hollywood and History: A Qualitative Study of the Impact of Film on High School Students' Historical Understanding
Quelle	(2009), (199 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Missouri - Kansas City
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-1974-4
Schlagwörter	Hochschulschrift; Dissertation; Historical Interpretation; Educational Objectives; Films; High School Students; History Instruction; Case Studies; Misconceptions; Interviews; Credibility; Student Attitudes; Learning Processes; Critical Viewing + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Historische Interpretation; Educational objective; Bildungsziel; Erziehungsziel; Film; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; History lessons; Geschichtsunterricht; Case study; Fallstudie; Case Study; Missverständnis; Interviewing; Interviewtechnik; Glaubwürdigkeit; Schülerverhalten; Learning process; Lernprozess; Fernsehkritik
Abstract	This case study focuses on the impact of historical film on 20 high school students using document surveys, group, and personal interviews. The study examined the impact that two films had on students' historical understanding, the students' awareness of this impact, and their use of the tools of historical inquiry. The results indicated film does impact students' historical understanding. The participants demonstrated this historical understanding through their comprehension of cause and effect relationships, chronology, historical significance, multiple viewpoints, displaying historical empathy, and the ability to evaluate the accuracy and credibility of sources. However, the students' responses illustrated they did not use the tools of historical inquiry when viewing these films. The students also demonstrated a considerable lack of cognition of their own learning and the educational purpose they saw for those films. Their responses presented a gap between what they learned from these films, their perception of what they learned, and how historical films could be used in the classroom. This study illustrated the most important part of this discussion is that teachers need to teach their students the tools of historical inquiry. This research study is a compilation of my previous classroom experience, my interest in how students learn history and how they make meaning of the past, and my interest in the power of historical film. What these students say can affect not only the way educators look at the use of historical film in the classroom but also how students learn from film. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10