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ABS442 - Scaffolding historical inquiry through a collaborative maker-based activity - Board 32b

3.8 New technologies and new ways of organizing work
Part of:
11:00 AM, Wednesday 30 Aug 2017 (1 hour)
Teaching strategies in history education could influence the development of learners’ competencies. Lecture-based approaches on historical knowledge have limited potential in developing students’ historical thinking and critical thinking competencies while historical inquiry has been argued to be an efficient way to develop these skills. Engaging in historical thinking development through inquiry is, however, a complex and difficult process for novice students as they will potentially face didactic and cognitive limits. We wish to contribute to the didactics of history literature in proposing scaffolds for historical inquiry through a collaborative maker-based activity combined with a knowledge building (KB) tool. Considering computer-supported collaborative learning (CSCL) literature to design collaboration, we argue that core mechanics of a sandbox videogame, 3D printing and maker culture can offer scaffolds in collaborative historical inquiry as they present congruities with cognitive operations required in historical inquiry. As interventions aiming innovations in an activity system are induced by existing contradictions, we rely on Engeström’s (2001) expansive learning framework and change lab methodology that focuses on contradictions to analyze the implementation of our maker-based activity in a high school history class. 
Université Laval
CRIRES (UL) / Laboratoire d'Innovation et Numérique pour l'Education (UNS)
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