Abstract or Introduction
The focus of this critical review is a research article titled “Learning History in the Middle School by Designing Multimedia in a Project-Based Learning Experience”. The study investigates the effectiveness of project-based learning (PBL) with the integration of multimedia technology to teach history to grade eight students in Northern California, USA. The research is conducted using a quasi-experimental research design. Through gathering and analyzing quantitative data, the researchers attempted to explore the effect of technology-assisted PBL on the students’ content knowledge, historical thinking skills, and attitudes about history education. The findings of the review show that the study is corroborated by the previous research works and theory, and the findings are open for replication in other school environments. Moreover, the study instigates history teachers and educators in other social science fields to conduct experimental research in their respective fields. The study also suggests history teachers to adapt the use of technology-assisted PBL as the main instructional strategy to teach history to enhance students’ achievement in their understanding, thinking, and appreciation of historical information.
- Quote paper
- Yimegnutal Nibret (Author), 2022, Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience. A Critical Review, Munich, GRIN Verlag, https://www.grin.com/document/1306147
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