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Direct linkWäschle, Kristin; Lehmann, Thomas; Brauch, Nicola; Nückles, Matthias – Peabody Journal of Education, 2015
Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students' knowledge integration. Fifty-two preservice…
Descriptors: Preservice Teachers, History Instruction, Journal Writing, Prompting
Wissinger, Daniel R.; De La Paz, Susan – Journal of Educational Psychology, 2016
In this experimental study, 151 middle school students explored 3 historical controversies, first reading and discussing primary source documents in groups, then writing arguments on their own. Students were either randomly assigned to an experimental condition, using argumentative schemes and critical questions as guides during discussions, or to…
Descriptors: Middle School Students, Writing Assignments, History, Controversial Issues (Course Content)
Cheng, Cho Kin; Pare, Dwayne E.; Collimore, Lisa-Marie; Joordens, Steve – Computers & Education, 2011
The purpose of this study was to evaluate the effectiveness of voluntary discussion forums in a higher education setting. Specifically, we examined intrinsic forum participation and investigated its relation to course performance across two experiments. In Experiment 1 (N = 1284) an online discussion forum was implemented at the beginning of an…
Descriptors: Writing Assignments, Writing Exercises, Credits, Program Effectiveness
