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PIHNet: A Web-Based Environment for Supporting Student Historical Thinking

PIHNet: A Web-Based Environment for Supporting Student Historical Thinking. Thomas Brush John Saye Yu Feng Xiaojing Liu Ashley Tan. Overview of Presentation. Introduction to Project What is PBHI? Obstacles to PBHI Implementation Affordances of Technology Examples of PIHNet Resources

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PIHNet: A Web-Based Environment for Supporting Student Historical Thinking

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  1. PIHNet:A Web-Based Environment for Supporting Student Historical Thinking Thomas Brush John Saye Yu Feng Xiaojing Liu Ashley Tan

  2. Overview of Presentation • Introduction to Project • What is PBHI? • Obstacles to PBHI Implementation • Affordances of Technology • Examples of PIHNet Resources • Database • Scaffolds • Teacher Development Tools • Online models • PIHNet Community

  3. Introduction to Project • Development and field-test of PIHNet,a collection of tools and resources to promote and implement Problem-Based Historical Inquiry (PBHI) in secondary social studies classrooms • Major Funding Provided by: • The National Endowment for the Humanities • Auburn University and Indiana University • The Russell Corporation

  4. What is PBHI? • A methodology joining political philosophy, ethical reasoning, and associated social science knowledge with historical thinking to nurture sound civic reasoning about past and present societal issues • Students engage in historical inquiry focusing on enduring societal questions embodied in specific historical events

  5. What is PBHI?

  6. Challenges of Implementing PBHI • Learner Obstacles • Motivation • Content knowledge • Ill-structured and multilogical problems • Teacher Obstacles • Dearth of PBHI models • Increased preparation and implementation time • Deep content knowledge and flexible classroom management required

  7. Technological Affordances:Learner • Engagement • Realistic representations and multiple media • Support for Disciplined Inquiry • Links to: • Supporting documents • Conflicting accounts • Embedded scaffolds: • Data analysis and synthesis • Presentation

  8. Technological Affordances:Learner • Embedded Expertise • Online models of activities and presentations • Scaffolds and embedded cues provide learners with support and assistance when teacher is not available

  9. Example: Database Structure/ Links to Supporting Documents

  10. Example: Contextual Cues/Data Analysis Scaffolds

  11. Example: Embedded Expertise

  12. Technological Affordances:Teacher • Multiple models of PBHI available to teachers • Online tools to support development and implementation of PBHI • PIHNet community provides peer support, curriculum expertise, and technological expertise

  13. Example: Models of PBHI

  14. Example: Online Development Tools

  15. Example: PIHNet Community

  16. Current Status • 12 “PIHNet Fellows” participated in a 2-week workshop in the summer of 2003 • Fellows are using PIHNet tools to implement PBHI units in their classrooms this academic year • PBHI unit implementation documented by: • Videotape of implementation • Review of PBHI unit materials by fellows and university staff • Pre-, mid-, and post-unit reflections • Classroom visits (if possible)

  17. For More Information • Contact: • Dr. Tom Brush - tbrush@indiana.edu • Dr. John Saye - sayejoh@auburn.edu • Visit our web site: • http://www.pihnet.org

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