Presenting Historical Content: The Inquiry Connections of a Neglected Practice

Neumann, David J.

doi:10.1080/00377996.2021.1896985

Cited by 4 publications

(2 citation statements)

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“…As Neumann (2022) points out, "history educators have rightly learned to be wary of lecture and other forms of direct instruction" (p. 325). Neumann (2021) argues that the movement toward inquiry-based instruction in social studies over the last three decades has led to an inappropriate disregard for lecture, contending that direct instruction is essential to the process of inquiry. However, despite its potential value to deepening student understanding, educators may continue to feel reluctant to include instruction that centers teacher voice.…”

Section: Discussion: the Benefits And Disadvantages Of Crash Course I...mentioning

confidence: 99%

Crash Course in the Classroom: Exploring How and Why Social Studies Teachers Use YouTube Videos

Miles,

Compton,

Herold

2024

The Journal of Social Studies Research

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This article explores how the Crash Course video series are being used as a content-focused resource in the social studies classroom. It argues that the Crash Course series, alongside its YouTube competitors, has significantly stepped in to fill a vacuum left by criticisms and the unpopularity of lectures, textbooks, and feature films. With over 15 million subscribers and accumulated views over 1.9 billion, Crash Course has become an important and ubiquitous force in history and social studies classrooms and represents a new genre of educational media found on YouTube. However, the dramatic rise in the popularity of educational videos online has not coincided with a growth in educational research, particularly in social studies and history education. This article explores the findings of a mixed-methods study that examines how and why history and social studies teachers are using Crash Course videos in their teaching and planning. In particular, it analyses descriptive statistics derived from the results of a teacher survey ( n = 181) and semi-structured interviews with seven social studies teachers who have used Crash Course in their classrooms. The authors found that teachers in the study are regularly using the Crash Course video series to deliver content which is clearly meeting a need many social studies teachers have. The videos–short, easily accessible, and fun–fit nicely with demands to keep students engaged, reduce reliance on textbooks, and explore new content that teachers have little time to learn themselves. This study also found that rarely, if ever, are teachers inviting students to evaluate or assess the content, trustworthiness, or perspective of Crash Course videos. This article discusses what is gained and what are the risks of embracing Crash Course in the social studies and history classroom.

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Section: Discussion: the Benefits And Disadvantages Of Crash Course I...mentioning

confidence: 99%

Crash Course in the Classroom: Exploring How and Why Social Studies Teachers Use YouTube Videos

Miles,

Compton,

Herold

2024

The Journal of Social Studies Research

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“…The abundance of historical information necessitates appropriate media to depict it for students to gain significant value from it. In order for students to learn history in school, teachers will need to provide more engaging learning materials (Neumann, 2021;Ofianto et al, 2022). Teaching materials classified as electronic are those whose information is stored electronically and can take the form of audio, video, or interactive multimedia (Aladsani et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Impacts of Flipbook Media on Middle School Students' Learning Interests in History

Marwan¹,

Yuliantri²

2023

AIJP

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Students learning interests are crucial to the learning process because they influence successful learning outcomes. To achieve this purpose, teachers have to use innovations, such as the use of interactive learning media, to enhance students' enthusiasm for learning. Therefore, this study aims to investigate how employing flipbook learning media impacts students' interest in learning. In this study, 34 students from class VIII of junior high school were chosen randomly as participants, and the data were analyzed using descriptive statistics. The research found that: (1) students who did not use FlipBook media had an average interest of 32.6, falling into the low-interest category; (2) students who did so had an average interest of 46.7, falling into the very high-interest category; and (3) Grade VIII students in junior high school showed a tendency to be more interested in learning about history when using FlipBook media. Based on the test findings, the significance level for the t-test, t-count, and t-table, which are -10.441 1.699, is 0.000 0.05. It was determined that the FlipBook medium positively impacted the Grade VIII students' enthusiasm for learning history. This study has implications for stakeholders, including teachers, students, and others. The findings of this study give teachers different ways of teaching history that will pique their students' attention. Flipbooks may make history lessons more appealing to students, encouraging them to keep learning. The findings of this study are considered by stakeholders as they make policy decisions, particularly in the area of education.

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Exploring teachers’ inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity

Lu,

Obenchain,

Zhang

2024

Teaching and Teacher Education

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Presenting Historical Content: The Inquiry Connections of a Neglected Practice

Cited by 4 publications

References 20 publications

Crash Course in the Classroom: Exploring How and Why Social Studies Teachers Use YouTube Videos

Crash Course in the Classroom: Exploring How and Why Social Studies Teachers Use YouTube Videos

Investigating the Impacts of Flipbook Media on Middle School Students' Learning Interests in History

Exploring teachers’ inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity

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