An Instructional Model to Support Problem-Based Historical Inquiry: The Persistent Issues in History Network

• In Event: Instructional Technology SIG: Preparing Current and Future Teachers to Implement Technology-Enhanced Problem-Based Learning Strategies in Their Classrooms: Research and Recommendations

Abstract

Social educators have persistently advocated investigation of social issues as a way to engage students, cultivate critical reasoning, and develop better decision-makers. However, problem-based inquiry into social issues remains rare in social studies classrooms (Hess, 2008; Shaver, 1996). Work in teacher thinking, cognition, and authentic learning has offered insight into how teacher-based obstacles to inquiry might be overcome in order to develop, refine, and disseminate professional teaching knowledge that facilitates problem-based inquiry in the discipline of history (Onosko, 1991).

We conceptualize professional teaching knowledge as pragmatic theory that is tested through authentic work in classrooms (Fishman, Marx, Best, & Tal, 2003; Hiebert, Gallimore, & Stigler, 2002; Thomas et al., 1998). Our work is grounded in socio-constructivist assumptions generated by 30 years of research on how people learn (Bransford, Brown, & Cocking, 2002; Kuhn, 2005) and especially draws from research focused on the construct of Authentic Intellectual Work (Newmann and associates, 1996, 2007; Koh & Luke, 2009). For eleven years, we have collaborated with secondary school history teachers in an evolving line of inquiry that applies propositions emerging from this research literature to the design and testing of a problem-based learning framework and a set of wise practices that represent a professional teaching knowledge base for implementing a particular model of instruction, problem-based historical inquiry (PBHI). PBHI centers history instruction on decision-making about enduring societal problems as they are instantiated in particular historical periods (Authors, 2004; Oliver & Shaver, 1966).

This paper will describe our instructional model, review challenges to developing the expertise required for disciplined inquiry about historical dilemmas, and summarize what our work suggests about how we might mitigate obstacles to PBHI and encourage novice and veteran teachers to adopt and master the professional teaching knowledge necessary for effective problem-based pedagogy.

Our research agenda was launched with a series of design experiments that examined the efforts of traditional and inquiry-oriented teachers to interpret and implement a model PBHI unit in their classrooms. Their struggles reinforced our assumptions about the challenges of conceptualizing and mastering PBHI practice (Authors, 2004, 2006, 2007). We integrated findings from these field studies with the research literature to develop a set of wise PBHI practices and technology-enhanced professional development resources (including a collection of classroom videocases that demonstrated those practices in action). More recently, we have examined how scaffolded lesson study within a collaborative community of practice might encourage the development of a professional knowledge culture for problem-based historical inquiry (Authors, 2009). Finally, we have applied the framework and models emerging from this work to pre-service teacher preparation and tracked the effects of this program on the development of their professional teaching knowledge through a scenario-based teaching survey (Authors, 2010).

We will share findings emerging from this body of work that suggest that both veteran and novice teachers can gain a deeper sense of problem-based inquiry and become more proficient in its practice through participation in sustained, philosophically cohesive experiences that feature modeling, scaffolding, mentoring, and peer collaboration within professional communities of practice.

Authors

• John W. Saye, Auburn University

• Thomas Brush, Indiana University