Promoting Real-World Engagement of History Concepts Beyond the Secondary Classroom: Teaching for Transformative Experience and Conceptual Change

• In Event: 63.083 - Historical Representation and Instruction in Social Studies

Abstract

Based on the Teaching for Transformative Experience in Science (TTES) intervention (Pugh et al., 2010a), this study was designed to explore the efficacy of the Teaching for Transformative Experience in History (TTEH) model, which aims to support students’ application of history concepts, facilitation and awareness of their own conceptual change, and the development of experiential value believed to contribute to engagement and conceptual change. Taking place in two high and one middle school (n=88), we found that the TTEH model showed evidence that it promotes engagement with history concepts beyond the classroom, as well as predicting increased interest for history concepts. The model demonstrated potential for further research on conceptual change and application of history concepts for secondary classrooms.

Authors

• Marc Alongi, Sequoyah School

• Benjamin C. Heddy, University of Oklahoma

• Gale M. Sinatra, University of Southern California