Brush, T., & Saye, J. (2014). An instructional model to support problem-based historical inquiry: The persistent issues in history network. Interdisciplinary Journal of Problem-Based Learning, 8(1), 39–50. https://doi.org/10.7771/1541-5015.1409
This study researched how well pre-service teachers were able to recognize and implement problem-based historical inquiry, or PBHI, into their own pedagogical thinking and into their practicums and student teaching classrooms. The participants of this study were 120 pre-service teachers in the two-year secondary social studies program at Auburn University. The participants were given a survey to complete on different occasions to see the differences in responses over time during the study. They had to complete the survey at the beginning of their 2-year program and at the end of their student teaching at the end of the program. The survey had two sections: The first asked general background information about the participant; the second had questions based on a teacher scenario of a sophomore history class about Reconstruction after the Civil War in the U.S. It asked them to make instructional decisions of learning objectives, introductory activities, and assessments. The survey ended with a few open-ended questions at the end of each instructional decision, asking for the rationales for the participants’ decision. The results showed that when pre-service teachers are provided with the chance and support to practice and implement PBHI while in their program, they are more likely to be using it in the classroom during their student teaching at the end of their education then they were at the beginning. I think that this study is important to the evolution of literature of my topic because earlier literature discusses the first steps of finding how this teaching strategy is valid and progress student learning and engagement in the classroom, this article takes the next step and discusses implementation and training new teachers to use this technique regularly before they get into the classroom. This article is the next step in the evolution of problem-based and performance assessment literature and research.
Derek Anderson, & Tanya Cook. (2014). Committed to differentiation and engagement: A case study of two american secondary social studies teachers. Journal of Social Studies Education Research, 5(1), 1–19. https://doi.org/10.17499/jsser.79188
This is a case study that follows two 10th grade U.S. history teachers who collaborated on creating an engaging and differentiated instruction for an 8-week unit on war. This instruction included problem-based learning and performance assessments. Their goal was to change the way that curriculum was taught and assessed. They created over 30 lesson plans. The data that was collected were in class observations, teacher lesson plans, and student work. The student work included both pre- and post-assessments as well as their ongoing class work and projects during the 8-week unit. The unit was to cover both the World Wars. While their lesson plans were well thought out and planned before the study took place. At the beginning of the unit, the teachers were successful in creating a more engaging environment for their students through differentiated learning, but towards the end of the unit, the two teachers were back to the traditional style of teaching social studies, lecturing. Both teachers struggled to maintain the pace of getting to all of the curriculum while trying to obtain the level of depth and higher-level history inquiry they wanted. Both teachers were proud to what they had achieved early on, but recognized the challenges they faced in integrating their new techniques full-time. I think this important to the evolution of the literature on my topic just like the entry above because it is the next step in the process. By 2014, it has been recognized that PBL and other engaging teaching techniques are more effective in the classroom than lecturing. In this decade, researchers are trying to take the next step and trying to find ways to implement this style of teaching full time in the social studies classroom. I can remember all the different simulations and other PBL activities I got to participate in from grades 7-12, but they were only for special occasions, but I learned the most from them. Students will fare much better and learn more if they are able to experience this style of learning full time.