Out of the Classroom and into History: Mobile Historical GIS and Community-Engaged Teaching

Autor/inn/en	Scarlett, Sarah Fayen; Lafreniere, Don; Trepal, Daniel J.; Arnold, John D. M.; Xie, Yichun
Titel	Out of the Classroom and into History: Mobile Historical GIS and Community-Engaged Teaching
Quelle	In: History Teacher, 53 (2019) 1, S.11-35 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	History Instruction; Teaching Methods; Geographic Information Systems; Community Involvement; Service Learning; Course Content; Interdisciplinary Approach; Citizen Participation; Graduate Students; College Faculty; School Community Relationship; Primary Sources; Maps; Municipalities; High School Students; STEM Education; Heritage Education; Parks; Case Studies; Spatial Ability; Undergraduate Students; Thinking Skills; Architecture; Michigan + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Service-Learning; Kursprogramm; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Primärquelle; Map; Karte; Magistrat; High school; High schools; Oberschule; Schüler; Schülerin; STEM; Freizeitpark; Case study; Fallstudie; Case Study; Räumliches Vorstellungsvermögen; Denkfähigkeit; Architektur
Abstract	The investigation of time is at the heart of historians' pursuits. Many also recognize the importance of space, since the chronology of action and ideas necessarily occurs in the physical world. The conscious integration of time and space has found growing favor among scholars recently as the "spatial turn" has influenced research across historically minded disciplines. Spatial history approaches have been demonstrated to engage students with the natural and built environments that influenced historical events and decision making. For this reason, many historians are learning to use geographic information systems (GIS) and other geospatial technologies in their teaching. In this article, the authors argue that historical GIS (HGIS), especially when taken out of the lab and into the landscape, is also well suited to achieve another important pedagogical goal: community-engaged teaching. Many universities and teachers incorporate community engagement and service-learning into their curricula to connect content with real-world applications and to help create civic-minded graduates. This article provides three case studies in which an interdisciplinary team of faculty and graduate students used mobile HGIS technologies to engage students with local communities and heritage organizations. The authors argue that HGIS-based projects integrate space and time in ways that make history immediately relevant and accessible, and, in so doing, promote the cultural value of history in the daily lives of students and their communities. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01