Motivation and Meaningful Learning Through Living History Projects

• In Event: Youth Voices and Experiences on Civic Education, After-School Program, Teacher Whiteness, and Classroom Learning

Abstract

The Living History projects on which this research was based are voluntary activities in a small rural high school that attract increasing numbers of students. Anecdotal evidence and student enthusiasm indicated the projects’ success in terms of student motivation and learning but the research described here was an attempt to systematically gather data to determine features of the projects that contribute to students’ willingness to volunteer time and continue involvement in the projects year after year. The results suggest that key factors included the self-guided learning, development of important social-emotional skills, intergenerational experiences, and connections to real-life skills and experiences. The presentation also describes key features of the partnership between the teacher and university researcher that prompted the research.

Authors

• Rick A Breault, Ashland University
  Presenting Author

• Joseph Foster, Hardin Northern Junior & SeniorHigh School
  Presenting Author