Implementation of Experiential Instructional Techniques in Social Studies Classrooms

• In Event: 33.078 - Roundtable Session 11
  In Roundtable Session: 33.078-18 - New Directions in K–12 Social Studies Education

Abstract

This exploratory qualitative study examined how teachers implement experiential instructional techniques such as simulations in their social studies teaching practice. Data included 425 videotaped social studies lessons collected from 42 3rd through 12th grade teachers over four years. Thirteen of these lessons featured experiential exercises. Analysis of the 13 lessons indicated that a number of the exercises: lacked a clear instructional purpose related to the content; reflected a clear instructional purpose which was ultimately thwarted by the activity’s unscripted structure; or encouraged the development of significant misconceptions. While findings reflected some of the benefits of experiential instructional techniques reported in the literature, such as increased student engagement, they also demonstrated significant risks involved in its ineffective implementation.

Authors

• Hilary Dack, University of North Carolina - Charlotte

• Stephanie D. Van Hover, University of Virginia

• David Hicks, Virginia Polytechnic Institute and State University