Date of Award
2018
Document Type
Open Access Dissertation
Department
Educational Studies
Sub-Department
College of Education
First Advisor
Todd Lilly
Abstract
This action research study examined the impact of the Historical Thinking Method (HTM) on how students interacted with actual and virtual historical sites and museums. From September 2017 to May 2018, students engaged in analysis and evaluation of online exhibits and actual sites in the Washington, DC, and Columbia, South Carolina, areas using the 32 prompt HTM guide. The HTM was designed to develop not only students’ analytical abilities but also consideration of social justice issues such as racism and sexism in the exhibition and memorialization of history. Using qualitative data from student HTM guides, papers, teacher observations, and written interviews, I will modify future cycles of this action research study to make both actual and virtual trips to historical sites and museums into lessons on historical thinking. I will also share my findings, the HTM, and list of resources with colleagues at my school and beyond so that others can help students develop their historical thinking skills even if socio-economic factors make off-campus trips unlikely.
Rights
© 2018, Timothy Edward Hicks
Recommended Citation
Hicks, T. E.(2018). Historical Thinking At Historical Sites And Museums: An Action Research Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4857