Date
7-21-2022
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Danielle Bradshaw
Primary Subject Area
Education, General
Keywords
student-generated video, historical thinking skills, transmedia, digital literacy, media literacy, videography
Disciplines
Education | History
Recommended Citation
Boggs, Jerrod Alexander, "Recording the Skills of Interpreting the Past: A Case Study on Historical Thinking Skills Developed Through Student-Generated Video" (2022). Doctoral Dissertations and Projects. 3716.
https://digitalcommons.liberty.edu/doctoral/3716
Abstract
The purpose of this descriptive, instrumental case study was to understand the development of historical skills through the use of the student-generated videos for graduate students in the history classroom. The theories guiding this study were cognitive constructivism (Bruner, 1977; Dewey, 1910) and activity theory (Engeström, 1987; 2001) as they pertain to student-generated videos in the history classroom. Bruner’s (1977; 2006) theories of cognitive constructivism provide a framework for how students learn through repeated exposure and development of mental models. Engeström’s (1987) activity theory addresses issues of the process of students making a video and how it relates to the process of developing historical skills by offering a framework of relationships between subject, tools, outcomes, rules, community, and division of labor. This descriptive, instrumental case study evaluated 10 graduate students who developed their own videos within the course of their history classes, selected by a criterion sample of those who participated in the video assignment. Data collection techniques included individual interviews, focus groups, journal artifacts, and video artifacts. Data analysis strategies included structural, attributive, and axial coding structured through explanation building and linear-analytic models (Saldaña, 2015; Yin, 2018). This study clarified the skills necessary to construct a video within the history classroom. The overall themes of the study relate back to the literature on historical skills and expand on the context in which videos are made (Monte-Sano, 2016; Seixas, 2017; SHEG, 2020). The results show that there are two sides of skills that are necessary to create videos, the content-specific historical thinking skills and training on using video technology.
