The Effects of Multimedia-Supported Problem-based Inquiry on Student Engagement, Empathy, and Assumptions About History

Abstract

This research extends a continuing line of inquiry investigating how multimedia resources might be joined with other support structures to effectively implement problem-based inquiry (PBI) activities in secondary history classrooms. Two history teachers with experience in PBI implemented a technology-supported problem-based civil rights unit in their classrooms.Analysis of data obtained from classroom observa- tions, observations of student presentations, and student and teacher interviews sug- gests that the multimedia problem-based unit provided an authentic context for encountering historical content, provoked empathetic views of historical dilemmas, and encouraged meaningful encounters with historical issues that promoted engage- ment and more advanced epistemological beliefs about history. Suggestions for improving scaffolds to support problem-based history activities are also presented based on the findings from this study.