PIHNet:A Web-Based Environment for Supporting Student Historical Thinking Thomas Brush John Saye Yu Feng Xiaojing Liu Ashley Tan

Overview of Presentation Introduction to Project What is PBHI? Obstacles to PBHI Implementation Affordances of Technology Examples of PIHNet Resources Database Scaffolds Teacher Development Tools Online models PIHNet Community

Introduction to Project Development and field-test of PIHNet,a collection of tools and resources to promote and implement Problem-Based Historical Inquiry (PBHI) in secondary social studies classrooms Major Funding Provided by: The National Endowment for the Humanities Auburn University and Indiana University The Russell Corporation

What is PBHI? A methodology joining political philosophy, ethical reasoning, and associated social science knowledge with historical thinking to nurture sound civic reasoning about past and present societal issues Students engage in historical inquiry focusing on enduring societal questions embodied in specific historical events

What is PBHI? Persistent IssueRepresentative TopicsTopic-Specific Issue When are citizens justified in resisting governmental authority? American Revolution English Civil War U.S. Abolitionist Movement Revolution: Were the colonists justified in revolting from Great Britain? What actions are justified in the interest of national or community security? Native Americans U.S. Labor Struggles Rise of Fascism Native Americans: Were European-American policies towards Native Americans justified? When are nations justified in intervening in the affairs of other countries? Crusades Mexican War WWII Vietnam Mexican War: Should the U.S. be praised or condemned for its foreign policy towards Mexico?

Challenges of Implementing PBHI Learner Obstacles Motivation Content knowledge Ill-structured and multilogical problems Teacher Obstacles Dearth of PBHI models Increased preparation and implementation time Deep content knowledge and flexible classroom management required

Technological Affordances: Learner Engagement Realistic representations and multiple media Support for Disciplined Inquiry Links to: Supporting documents Conflicting accounts Embedded scaffolds: Data analysis and synthesis Presentation

Technological Affordances: Learner Embedded Expertise Online models of activities and presentations Scaffolds and embedded cues provide learners with support and assistance when teacher is not available

Example: Database Structure/ Links to Supporting Documents

Example: Contextual Cues/Data Analysis Scaffolds

Example: Embedded Expertise

Technological Affordances: Teacher Multiple models of PBHI available to teachers Online tools to support development and implementation of PBHI PIHNet community provides peer support, curriculum expertise, and technological expertise

Example: Models of PBHI

Example: Online Development Tools

Example: PIHNet Community

Current Status 12 “PIHNet Fellows” participated in a 2-week workshop in the summer of 2003 Fellows are using PIHNet tools to implement PBHI units in their classrooms this academic year PBHI unit implementation documented by: Videotape of implementation Review of PBHI unit materials by fellows and university staff Pre-, mid-, and post-unit reflections Classroom visits (if possible)

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