Search results for author:"John W. Saye"
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Social Education Vol. 62, No. 6 (1998) pp. 356–62
Proposes a strategy for using technology in preparing students for democratic citizenship by using it to reallocate limited classroom time. Argues that the strategy also multiplies students' opportunities to participate in thoughtful activities and...
Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments
Educational Technology Research and Development Vol. 50, No. 3 (2002) pp. 77–96
Advances a line of research that investigates the potential of hypermedia resources and scaffolding for supporting problem-based social studies and developing critical reasoning. The line of inquiry consists of a series of generative design...
Comparing Teachers' Strategies for Supporting Student Inquiry in a Problem-Based Multimedia-Enhanced History Unit
Theory and Research in Social Education Vol. 34, No. 2 (2006) pp. 183–212
This paper explores how teachers with different teaching styles conceptualized and implemented a multimedia-supported problem-based inquiry (PBI) unit. We focus on how the teachers supported student thinking and examine underlying belief, knowledge, ...
Student Reasoning about Ill-Structured Social Problems in a Multimedia-Supported Learning Environment
Annual Meeting of the National Council for the Social Studies 1999 (Nov 19, 1999)
This paper summarizes findings from a case study exploring high school students' responses to a technology-supported, problem-centered U.S. history unit. A team of teacher educators and secondary school social studies teachers conceptualized ...
Theory and Research in Social Education Vol. 32, No. 3 (2004) pp. 349–378
This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problem-based practices. We present a longitudinal analysis of one expository-oriented teacher's experience...
Using technology-enhanced cases in teacher education: An exploratory study in a social studies methods course
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 78, No. 1 (February 2019) pp. 151–164
The purpose of this case study was to gain insight into pre-service teachers' and an instructor's perceptions and experiences on their uses of technology-enhanced cases in a teaching methods course. Findings demonstrate two different reactions from...
International Journal of Instructional Media Vol. 32, No. 4 (2005)
The present study is designed to investigate the effects of advisement and informal cooperative learning when students used a multimedia database. Participants were 159 undergraduate students (54 males; 105 females) enrolled in a computer literacy...
Theory and Research in Social Education Vol. 37, No. 1 (2009) pp. 6–41
This case study examined how mentoring experiences might encourage teachers to consider and adopt a problem-based historical inquiry (PBHI) framework for teaching. We mentored six teachers over 15 months as they planned and implemented PBHI teaching,...