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EJ868627 - Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience

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ERIC #:	EJ868627
Title:	Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience
Authors:	Hernandez-Ramos, Pedro; De La Paz, Susan
Descriptors:	Student Projects; Active Learning; Documentaries; Grade 8; Learning Experience; Thinking Skills; Middle School Students; History Instruction; Units of Study; Constructivism (Learning); Pretests Posttests; Social Studies; Primary Sources; United States History; Comparative Analysis; Student Evaluation; Educational Technology; Technology Integration; Computer Software; Instructional Effectiveness; Computer Assisted Instruction; Multimedia Materials
Source:	Journal of Research on Technology in Education, v42 n2 p151-173 Win 2009
More Info: Help Peer Reviewed:	Yes
Publisher:	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Date:	2009-00-00
Pages:	23
Pub Types:	Journal Articles; Reports - Research
Abstract:	This article describes a study in which eighth grade students in one school learned to create multimedia mini-documentaries in a six-week history unit on early 19th-century U.S. history. The authors examined content knowledge tests, group projects, and attitude and opinion surveys to determine relative benefits for students who participated in a technology-assisted project-based learning experience, and contrasted their experiences to those of students who received a more traditional form of instruction. Results from content knowledge measures showed significant gains for students in the project-based learning condition as compared to students in the comparison school. Students' work in the intervention condition also revealed growth in their historical thinking skills, as many were able to grasp a fundamental understanding that history is more than presenting facts. Implications and suggestions for technology-enhanced project-based learning experiences are indicated. (Contains 5 tables and 2 figures.)
Abstractor:	As Provided
Reference Count:	48

Note:	N/A
Identifiers:	California
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1539-1523
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; Grade 8; Middle Schools
Direct Link:	http://www.iste.org/Content/NavigationMenu/Publications/JRTE/Issues/Volume42/Number2Winter2009/Learning_History_in_Middle_School_by_Des.htm

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