Learning Historical Thinking With Oral History Interviews

A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons

Bibliographic Data

ID8223148
AuthorsChristiane Bertram (0000-0003-4520-8692, University of Tübingen, corresponding author), Wolfgang Wagner (0000-0001-5191-2470, University of Tübingen), Ulrich Trautwein (0000-0003-0647-0057, University of Tübingen)
Year2017
Volume54
Issue3
Pages444-484
Publication date2017-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0002-8312 • E-ISSN: 1935-1011
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0002831217694833
OpenAlexW2618339406
LanguageEN
Citations received11
References cited44

The present study examined the effectiveness of the oral history approach with respect to students’ historical competence. A total of 35 ninth-grade classes ( N = 900) in Germany were randomly assigned to one of four conditions—live, video, text, or a (nontreated) control group—in a pretest, posttest, and follow-up design. Comparing the three intervention groups with the control group, the intervention groups scored better on four of the five achievement tests. Comparing the live group with the video and text groups, students in the live condition were more convinced of their learning progress at both measurement points. However, they scored lower than the video/text group on two achievement measures and higher on one at the posttest

Competence (human resources · Intervention (counseling · Mathematics education · Medical education · Oral history · Randomized controlled trial · Sociology · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Medicine · Oral History, Memory, Narrative Analysis · Psychology · Social Psychology

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