Using Film to Think Historically about the Civil Rights Movement with Elementary Preservice Teachers

Autor/in	Buchanan, Lisa Brown
Titel	Using Film to Think Historically about the Civil Rights Movement with Elementary Preservice Teachers
Quelle	(2012), (205 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-8234-4
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teachers; Elementary School Teachers; Civil Rights; Social Studies; Documentaries; Films; United States History; History Instruction; Methods Courses; Questioning Techniques; Teaching Methods; Controversial Issues (Course Content); Case Studies; Questionnaires; Likert Scales + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bürgerrechte; Grundrechte; Zivilrecht; Gemeinschaftskunde; Documentary film; Documentary films; Dokumentarfilm; Film; History lessons; Geschichtsunterricht; Methodisch-didaktische Anleitung; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse; Case study; Fallstudie; Case Study; Fragebogen; Likert-Skala
Abstract	This descriptive case study describes the use of documentary film to teach historical thinking in one undergraduate elementary social studies methods course. The study was situated within a teacher education program at a midsized public university in the Southeastern United States. Eighteen students were enrolled in the course. Of the eighteen students, one student self-identified as biracial and seventeen students self-identified as White. I was the instructor for the course meetings. Over a period of four weeks, students viewed four different documentary films using anticipation guides, corroborated a variety of historical sources, and engaged in whole group Socratic dialogues in class. Following each of the four classes, students completed written reflections related to the process. Each week, students explored a new theme in the social studies curriculum and a different historical thinking skill. Case study method was used and data collection methods included pre and post questionnaires with Likert-style and open ended response items, students' viewing anticipation guides, transcribed Socratic dialogues, and students' written reflections. Data was coded and analyzed using the constant comparative method (Glaser, 1965; Glaser & Strauss, 1967). Study findings revealed that students understood the documentary films to be realistic and informative historical sources, and frequently had emotional reactions to the four films. Students most often cited the film sources in their responses, and used the films to identify popular narratives and counter-narratives and engage historical empathy; however, they did not interrogate the film sources in the same way that they did the other historical sources. Additionally, the films seemed to promote students' engagement with multiple controversial issues. Instructional implications for social studies education as well as implications for student learning are discussed. [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