Rethinking the Role of Direct Instruction in History Education

Autor/in	Neumann, David J.
Titel	Rethinking the Role of Direct Instruction in History Education
Quelle	In: Social Education, 86 (2022) 5, S.325-332 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Direct Instruction; History Instruction; Knowledge Level; Prior Learning; Active Learning; Inquiry; Teaching Methods; Foreign Countries; Islam; Mali + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; History lessons; Geschichtsunterricht; Wissensbasis; Vorkenntnisse; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	This article argues that the best way to increase inquiry-based instruction is paradoxically to pay more attention to direct instruction because excessive attention to practices like close reading of texts and facilitating text-based discussions has led to neglect of content knowledge explanation as a core instructional practice. This article begins by exploring the centrality of background knowledge for meaningful inquiry and then considers what happens when such knowledge is absent from secondary classroom instruction. The second section examines reasons for the absence of pedagogical attention to acquiring background knowledge. The final section proposes a model of direct instruction, offering concrete examples focused on the expansion of Islam in West Africa. The article concludes with reflections on this model of instruction. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01