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Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways?
ARTICLE

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Learning and Instruction Volume 17, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second on individual problem-solving – on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of competence in history. The intervention based on discussion produced greater situational interest and understanding of the historical inquiry. The topic of World War I turned out to be an effective source of situational interest. Structural equation models showed that situational interest elicited by the use of discussion and by World War I impacted both on students' individual interest and on self-perception of competence in history.

Citation

Del Favero, L., Boscolo, P., Vidotto, G. & Vicentini, M. (2007). Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways?. Learning and Instruction, 17(6), 635-657. Elsevier Ltd. Retrieved August 10, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2007.09.012

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