Date of Award
Spring 2019
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Suha Tamim
Abstract
This paper presents an action research study as part of a Dissertation in Practice. Based on observations from the classroom of the participant-researcher, Problem of Practice is described: an over-reliance on teacher-centered instructional methods and the mismatch of these instructional techniques to the pedagogy endorsed by the International Baccalaureate. Through the identification of this PoP led to a research focus concerning student achievement, instructional methods, and the use of historical simulations in the social studies classroom. As a result of this research focus, the research question of what, if any, is the possible impact of historical simulations on student achievement? In order to answer this question, a quasiexperimental research design was developed where data was collected through a pretest and a posttest in order to determine the student achievement based on a historical simulation exercise versus student achievement based on traditional, teacher-centered instructional methods. While the study did not produce statistically significant results, the study did produce practical results that could be considered by the participant-researcher in order to develop an action plan. The action plan that was developed as a result of the findings of this study provides a framework for the participant-researcher to continue to study the use of historical simulations while hoping to affect positive change as a curriculum leader.
Rights
© 2019, Anna Hasenkamp
Recommended Citation
Hasenkamp, A.(2019). The Role of Historical Simulations in an International Baccalaureate Primary Years Program Social Studies Class. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5320