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Does film affect learning engagement...

Paska, Lawrence M.

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Does film affect learning engagement?: Historical inquiry and the document-based question in a middle school social studies classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Does film affect learning engagement?: Historical inquiry and the document-based question in a middle school social studies classroom./
Author:	Paska, Lawrence M.
Description:	204 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1176.
Contained By:	Dissertation Abstracts International71-04A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398611
ISBN:	9781109719680

Does film affect learning engagement?: Historical inquiry and the document-based question in a middle school social studies classroom.
Paska, Lawrence M.

Does film affect learning engagement?: Historical inquiry and the document-based question in a middle school social studies classroom. - 204 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1176.

Thesis (Ph.D.)--State University of New York at Albany, 2010.

This quasi-experimental study uses mixed methodologies to examine learning engagement on a social studies unit test based on primary and secondary sources (a "document-based question", or DBQ), to determine whether the use of film in a DBQ changes the nature of historical inquiry. The study was conducted in two Grade 7 classes taught by the same teacher (N = 42). Each class completed a teacher-created DBQ unit test: one DBQ ("Film Group") included two film clips (from a fiction feature film and a nonfiction documentary film) as documents, while the second DBQ ("No Film Group") replaced the films with two written text versions of the same content. The study data included classroom observations of the testing environment, content analyses of student essays, essay scores based on a five-point scoring rubric, and student surveys. Analyses were informed by a taxonomy of student engagement (Bangert-Drowns & Pyke, 2001) and the theory of historical consciousness (Rusen, 2004), framed in a constructivist view of learning. The Film Group demonstrated higher engagement levels through their essays, liked the films more than the No Film Group liked its written texts, and recalled the films more than the No Film Group recalled its written texts. On the other hand, the No Film Group preferred written texts as DBQ documents, and thought it was more helpful to show movies in history class overall. Recommendations for the use of films to strengthen the skills of historical inquiry and to deepen levels of student engagement on social studies assessments are included. A discussion of implications for future authentic assessments such as DBQs is explored from both a local classroom and a statewide perspective.

ISBN: 9781109719680Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Does film affect learning engagement?: Historical inquiry and the document-based question in a middle school social studies classroom.
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245 1 0 $a Does film affect learning engagement?: Historical inquiry and the document-based question in a middle school social studies classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1176.
500 $a Adviser: Robert L. Bangert-Drowns.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2010.
520 $a This quasi-experimental study uses mixed methodologies to examine learning engagement on a social studies unit test based on primary and secondary sources (a "document-based question", or DBQ), to determine whether the use of film in a DBQ changes the nature of historical inquiry. The study was conducted in two Grade 7 classes taught by the same teacher (N = 42). Each class completed a teacher-created DBQ unit test: one DBQ ("Film Group") included two film clips (from a fiction feature film and a nonfiction documentary film) as documents, while the second DBQ ("No Film Group") replaced the films with two written text versions of the same content. The study data included classroom observations of the testing environment, content analyses of student essays, essay scores based on a five-point scoring rubric, and student surveys. Analyses were informed by a taxonomy of student engagement (Bangert-Drowns & Pyke, 2001) and the theory of historical consciousness (Rusen, 2004), framed in a constructivist view of learning. The Film Group demonstrated higher engagement levels through their essays, liked the films more than the No Film Group liked its written texts, and recalled the films more than the No Film Group recalled its written texts. On the other hand, the No Film Group preferred written texts as DBQ documents, and thought it was more helpful to show movies in history class overall. Recommendations for the use of films to strengthen the skills of historical inquiry and to deepen levels of student engagement on social studies assessments are included. A discussion of implications for future authentic assessments such as DBQs is explored from both a local classroom and a statewide perspective.
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790 1 0 $a Yan, Zheng $e committee member
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