History04 06b 01

Designing a Community of Inquiry in an Undergraduate History Course: A Clash of Cultures : 

Designing a Community of Inquiry in an Undergraduate History Course: A Clash of Cultures Michael Barnett, Sasha A. Barab, Steve Schatz, Steve Warren

Introduction: 

Introduction Traditionally, college level history courses are lecture driven Current trends in education de-emphasis lecture-based instructional approaches (NRC, 1996) Re-designed a undergraduate history course consistent with recent reform efforts

Background: 

Background Students typically view history as simply the study of facts (Hallden, 1997) “School History” vs. “Academic History” Community of inquiry (Sexias, 1993) School Culture History is a sense-making activity (Voss & Wiley, 1997) Re-conceptualization of how to teach history

About the Course: 

About the Course Collaboratively designed by a Historian and Instructional Designers Project-Based Two Projects Students worked in teams of 3-4 Revolved around “a historical anchor” with four actors

About the Course: 

About the Course Historical Anchor with four actors The Lewis and Clark Expedition Merriwether Lewis or William Clark Sacagewa Patrick Gass/Sgt. John Ordway The Mandan Indians Wrote individual papers on the actors Collaboratively wrote a group paper bringing different perspectives together

Study Context: 

Study Context College Level history course Primarily Juniors and Seniors History of the American West 50 students Only 7 were history majors

Methods: Data Collection: 

Methods: Data Collection Naturalistic study Data collected through Classroom observations Student and Instructor Pre-Post Interviews Student Pre-Post questionnaires Questionnaires throughout the course In-situ interviews during the course

Methods: Data Analysis: 

Methods: Data Analysis Summaries of each class were written Researchers met to discuss emerging findings Kept a running table of emergent themes and issues Looked for confirming and disconfirming evidence Interview students and instructors

Results: A Clash of Cultures: 

Results: A Clash of Cultures Our analysis revealed three tensions Instructor vs. student perceptions of the course structure and role of the instructor Instructor vs. student view of history Historian practices vs. student view of historian practices

Tension #1: Instructor vs. Student perceptions of the course and instructor’s role: 

Tension #1: Instructor vs. Student perceptions of the course and instructor’s role Students expected a traditional history course Did not understand or like the group aspect of the course Instructor saw the group work as a way to help students understand the social nature of history Engage in debate and argument (different perspectives)

Tension #1: Instructor vs. Student perceptions of the course and instructor’s role: 

Students’ primary goal was to find out what the instructor wanted and give it to him I am going to find out what Sean [the instructor] wants and do that. Once I do that I should be able to get the grade that I want. Sean wanted the students to develop to “find their own voice” Tension #1: Instructor vs. Student perceptions of the course and instructor’s role

Tension #1: Instructor vs. Student perceptions of the course and instructor’s role: 

I think I did learn better what it is that historians do, but I also think that I could have learned that just a well if he [Sean] had just told me that historians conduct research, present their argument, and then defend their argument from other historians. With that said, I do think working in groups has helped me to understand a certain period of time better. Whenever we came together to put our individual research into a group paper I began to see how my particular area fit into the whole. Tension #1: Instructor vs. Student perceptions of the course and instructor’s role

Tension #2: Instructor vs. Student view of history: 

Tension #2: Instructor vs. Student view of history Students, generally, believed that history was study of facts and dates Jane: History is a study of the past. Int: Elaborate on what you mean by past? Jane: Ok, sure, um. Well, when we study the past we learn about the dates when things happened. We learn about the facts of what happened.

Tension #2: Instructor vs. Student view of history: 

Tension #2: Instructor vs. Student view of history Instructor saw history as: History is socially interpreted … and a dynamic science that is driven by interpretations that historians derive from primary sources… Junior history major: History majors are used to reading texts and then giving back the knowledge they learned in blue book form. It was not easy the first time I had to give my opinion …

Tension #2: Instructor vs. Student view of history: 

Tension #2: Instructor vs. Student view of history Int: Now that you have finished the course what do you think history is now? Joe: Hmm, not sure what I said before, but I now think history is more than just memorizing facts, but involves a great deal of research and reading. A lot of reading [laughing]. Int: Could you elaborate a bit on that? Joe: Hmm, ok, in our group projects, we had to present our own opinions and views and then try to see how those fit into the big picture. It was hard having so many different perspectives, but I guess that is one of the things that I learned in the class.

Tension #3: Instructor vs. Student view of historians’ practice: 

Tension #3: Instructor vs. Student view of historians’ practice Students generally believed that historians spend all their time in the library and don’t discuss or share their work with others The projects were designed to foster collaboration and engage the students in the practices of historians

Tension #3: Instructor vs. Student view of historians’ practice: 

Tension #3: Instructor vs. Student view of historians’ practice Int: What do you think you learned from working on your group paper? Susan: What did I learn? Hmm, I learned that historians do much more than research. They have to do the research, but then they have to interpret what they find from the perspective of a person living during that time. If that makes sense? Int: Did this course help you do that? Susan: Yes, the group papers the most. I really didn’t like them at first and I admit, I am glad they are over. But by being forced to look at different ways of looking at something really helped me to understand what historians do. I am also fairly certain that I don’t I ever want to be one now [laughing].

Discussion & Conclusions: 

Discussion & Conclusions Students and Historians coming from two different cultures Give the teacher what he/she wants Students cling their culture of learning Preferred lecture-based course Most students believe history is memorization Had stereotypical views of historians practice

Discussions & Conclusions: 

Discussions & Conclusions In general students felt they had a better understanding of history Post-interviews supported this belief Students believed that the collaborative aspect of the course was beneficial

Instructional Implications: 

Instructional Implications Instructors need to: Expose students to the conceptual tools of the particular domain Researching using primary and secondary sources Engage in discourse and debate with their peers Two projects Students need time to get used to a new culture of learning