The Importance of Explicit Instruction in Literacy Strategies in History Classes: An Examination of Student Performance and Motivations
Abstract
The present quasi-experimental study investigated the effects of explicit instruction of historical literacy strategies in eighth grade history classes including measuring content knowledge, critical thinking skills, and changes in motivation to learn history content. Participants (N = 106) were tasked with completing three pre- assessments and three post assessments in their history classes in order to measure the effect of explicit instruction in historical literacy strategies. One assessment measured content knowledge of history content, one measured critical thinking skills, and the other measured motivations for learning history content. Two main assignments centered around critical thinking skills were implemented with the use of scaffolding and modeling. Explicit instruction of historical literacy strategies was used with an experimental group while traditional instruction was used with a control group. The study aimed to investigate if a significant difference exists in the students’ levels of content knowledge after using explicit instruction in historical literacy strategies while also investigating a change in critical thinking skills and motivation to learn history content.
Presentation Description
Unavailable
Location
Stream C
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Swanson, Mallory, "The Importance of Explicit Instruction in Literacy Strategies in History Classes: An Examination of
Student Performance and Motivations" (2021). Curriculum Studies Summer Collaborative. 21.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/21
The Importance of Explicit Instruction in Literacy Strategies in History Classes: An Examination of Student Performance and Motivations
Stream C
The present quasi-experimental study investigated the effects of explicit instruction of historical literacy strategies in eighth grade history classes including measuring content knowledge, critical thinking skills, and changes in motivation to learn history content. Participants (N = 106) were tasked with completing three pre- assessments and three post assessments in their history classes in order to measure the effect of explicit instruction in historical literacy strategies. One assessment measured content knowledge of history content, one measured critical thinking skills, and the other measured motivations for learning history content. Two main assignments centered around critical thinking skills were implemented with the use of scaffolding and modeling. Explicit instruction of historical literacy strategies was used with an experimental group while traditional instruction was used with a control group. The study aimed to investigate if a significant difference exists in the students’ levels of content knowledge after using explicit instruction in historical literacy strategies while also investigating a change in critical thinking skills and motivation to learn history content.
