Fostering Students' Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study

Autor/inn/en	Van Straaten, Dick; Wilschut, Arie; Oostdam, Ron; Fukkink, Ruben
Titel	Fostering Students' Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study
Quelle	In: Cognition and Instruction, 37 (2019) 4, S.512-533 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Straaten, Dick) ORCID (Wilschut, Arie) ORCID (Oostdam, Ron) ORCID (Fukkink, Ruben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2019.1614590
Schlagwörter	History Instruction; Secondary School Students; Relevance (Education); Case Method (Teaching Technique); Logical Thinking; Comparative Analysis; Instructional Effectiveness; Student Attitudes; Foreign Countries; Student Interests; Learning Experience; Netherlands + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Sekundarschüler; Relevance; Relevanz; Case method; Fallmethode; Unterrichtserfolg; Schülerverhalten; Ausland; Studieninteresse; Lernerfahrung; Niederlande
Abstract	Although history standards generally aim at developing historical consciousness among secondary school students, there is not much research-based knowledge to support making connections between the past, the present, and the future in history teaching. This study examines the effects of teaching analogous cases of an enduring human issue in 2 experimental conditions: 1 in which grade 10-12 students (n = 460) were actively encouraged to compare cases and to draw analogies with the present and 1 in which students studied cases without making comparisons or drawing analogies with the present (n = 273). Set against the results of a group of students who followed the usual history curriculum (n = 289), multilevel regression analyses on the collected data revealed that both experimental conditions positively affected students' appraisals of the relevance of history, more so in the case-comparison condition than in the separate-case condition. Students in the case-comparison condition also deemed the lesson course more valuable and experienced less difficulty with the applied pedagogical approach than students in the separate-case condition. Case comparison did not negatively affect the acquisition of historical factual knowledge. Implications for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01