Bibliographic Details
| Title: |
The Persistent Issues in History Network: Using Technology to Support Historical Inquiry and Civic Reasoning |
| Language: |
English |
| Authors: |
Saye, John W., Brush, Thomas |
| Source: |
Social Education. Apr 2005 69(3):168-168. |
| Availability: |
National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Web site: http://www.nsta.org. |
| Peer Reviewed: |
Y |
| Page Count: |
4 |
| Publication Date: |
2005 |
| Document Type: |
Journal Articles
Reports - Descriptive |
| Descriptors: |
Teaching Methods, History Instruction, Educational Technology, Problem Based Learning, Social Studies, Curriculum Design |
| Laws, Policies and Program Identifiers: |
Voting Rights Act 1965 |
| ISSN: |
0037-7724 |
| Abstract: |
Teachers who have tried problem-based historical inquiry have often found its demands overwhelming. Both teachers and students need a support structure to assist them with the inquiry process. The Persistent Issues in History (PIH) Network seeks to nurture and support a national community of teachers who engage their students in problem-based historical study that promotes competent citizenship. With partner teachers, the authors developed a set of criteria for designing PIH curriculum that supports inquiry into historical instances of fundamental societal questions. Any educator can become a member of the PIH network at no cost by agreeing to the usage/participation requirements listed on the enrollment page. The nuanced understanding of history required for civic competence represents a formidable challenge for social studies teaching. Technological tools and support alone provide no panacea for meeting this challenge. However, when incorporated into a strategy for problem-based learning, the power of technology presents twenty-first century teachers with possibilities that have been unavailable to past generations of professionals. |
| Abstractor: |
ERIC |
| Entry Date: |
2005 |
| Accession Number: |
EJ712695 |
| Database: |
ERIC |
