Pay it Forward: Pursuing historical understanding: A multi-site investigation in preservice social studies methods courses and local history.
Presented at the College and University Faculty Assembly of NCSS November 12, 2009
Cheryl Torrez University of New MexicoScott Waring University of Central FloridaGeorge B. Lipscomb Furman UniversityAmy Good University of NC at Charlotte
WHY?? Enhance lesson plans Emphasize knowledge of local
history Emphasize the need to cope with
limited resources
The Project
Framework Historical Understanding (Levstik
and Barton; Brophy and VanSledright)
History’s Habits of Mind from the National Center for History Education (2007)
Research Questions 1. In what ways do teacher candidates enact their
understanding of inquiry into curriculum design and instruction?
2. In what ways they make sense of theory and strategies learned in methods classes?
Settings 3 universities (2 Southeast, 1
Southwest) Elementary and Secondary Preservice
Students
Data Collection Lesson Plans
(triangulation) Artifacts Student Reflections
Findings- Did the project do what it was intended to do?
YES (and no) Students became much more aware of
local history (and I think enjoyed finding the artifact)
Lesson plans were more personal, less “mechanical” than in previous years
4 Habits of the Mind Used 1. Distinguish between the important and
the inconsequential. 2. Develop historical empathy as opposed to
present-mindedness. 3. Comprehend the interplay of change and
continuity. 4. Grasp the complexity of historical
causation, respect particularity, and avoid excessively abstract generalizations.
Primary source artifact(s) is seamlessly integrated into lesson and enhances understanding of the content to be conveyed.
Findings (Habit 1)Distinguish between the important and the inconsequential.
Mean score
Southwestern university 2.0
Southeastern university 1 3.5
Southeastern university 2 2.7
Findings (Habit 2)Develop historical empathy as opposed to present-mindedness.
Mean score
Southwestern university 1.3
Southeastern university 1 2.5
Southeastern university 2 2.9
Findings (Habit 3)Comprehend the interplay of change and continuity.
Mean score
Southwestern university 2.2
Southeastern university 1 2.5
Southeastern university 2 3.0
Findings (Habit 4)Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations.
Mean score
Southwestern university 1.5
Southeastern university 1 2.5
Southeastern university 2 2.6
Findings (Artifact)Primary source artifact(s) is seamlessly integrated into lesson and enhances understanding of the content to be conveyed.
Mean score
Southwestern university 2.3
Southeastern university 1 3.8
Southeastern university 2 2.6
Imp lications Are our preservice teachers seeing the
importance engaging students in the complete processes of historical inquiry?
Unintended Outcomes (good and bad) Personal Situations too different? Lesson plans still don’t go far enough
towards historical understanding
Questions/ Comments
E-mail: [email protected] Website (for paper): http://waring.education.ucf.edu/cufa/ http://eweb.furman.edu/~glipscomb/voices/
weblog/?p=33
