ABSTRACT COVEN, ROBERT MICHAEL. An Action Research Study of Conceptual Modeling Pedagogy in High School History. (Under the direction of Dr. Meghan Manfra). This dissertation focuses on the ways in which conceptual modeling illuminates, supports, and enhances historical thinking; and examines the extent to which modeling can help students get past the misconceptions that form barriers on their way to gaining better understanding. Conceptual modeling is done in four phases—preparation, development, discussion, and deployment—and is designed to give students the opportunity to develop theory and derive meaning from historical evidence. The study asked: the extent students felt the integration of modeling as a pedagogy enabled them to attain concepts and skills central to historical understanding; how students perceived and described the processes involved in conceptual modeling and historical inquiry; and whether conceptual modeling had altered their view of historical inquiry, or on their more general thinking and learning. This action research study made use of qualitative methods taken from action research methodology. Data were collected from student participants through metacognitive assessments and were analyzed through a multi-stage coding process. This research was conducted in a private high school and the participants, at the time of the study, were former students of the researcher/observer. The research was undertaken to better understand the perceptions students have of the role conceptual modeling plays in the development of what they see as the concepts and skills central to their historical thinking. The study demonstrated how the modeling pedagogy aided students in developing a more complex understanding of historical concepts (Bloom, 1956; Martorella, 1971; Timmins, G., Vernon, K., & Kinealy, C., 2005). Keywords: conceptual modeling, historical inquiry, authentic instruction © Copyright 2018 by Robert Michael Coven All Rights Reserved An Action Research Study of Conceptual Modeling Pedagogy in High School History by Robert Michael Coven A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Curriculum and Instruction Raleigh, North Carolina 2018 APPROVED BY: _______________________________ _______________________________ Dr. Meghan Manfra Dr. John Lee Committee Chair _______________________________ _______________________________ Dr. Margareta Thomson Dr. Tuere Bowles ii DEDICATION To Caroline and Madeline, who have seen me through all my trials and triumphs. To Tom and Carole, too soon departed. To my students—past, present, and future—the inspiration for my work. iii BIOGRAPHY Robert Coven is in his 23rd year of teaching. He received a B.A. in international business relations from U.C. Berkeley, a master’s in architecture from U.W. Milwaukee, a master’s in the history industrial societies from U. Delaware, a certificate of advanced research and a master’s in American cultural history from U. Chicago, and a Ph.D. in curriculum and instruction from NC State. He is interested in improving high school curriculum and ensuring students have agency in their education. iv ACKNOWLEDGMENTS My sincerest thanks to my committee: Dr. John Lee, Dr. Tuere Bowles, Dr. Margareta Thomson, and especially my chairperson, Dr. Meghan Manfra. Your helpful advice, patient understanding, and necessary prompting eased my labors, enhanced my knowledge, and improved my product. I extend my gratitude to my employer for providing logistical support, financial assistance, and an environment conducive to Discovery, Innovation, Collaboration, and Excellence. To the members of S.T.E.P.: you exemplify the engaged scholarship that provides promise for our future. Finally, to my wonderful friends. They provided the light at the end of the tunnel. v TABLE OF CONTENTS LIST OF TABLES...................................................................................................................vii LIST OF FIGURES ............................................................................................................... viii Chapter 1: Problem & Purpose............................................................................................... 1 Problem ......................................................................................................................... 1 Conceptual Modeling in the History Classroom.............................................................. 3 Purpose .......................................................................................................................... 5 Research Questions ........................................................................................................ 6 Significance ................................................................................................................... 6 Chapter 2: Connections to the Literature ............................................................................... 8 History of Social Studies Education in America: Transmission or Transformation ......... 8 Background on Concept-Based Instruction ................................................................... 11 Historical Inquiry ............................................................................................. 11 Reflective Inquiry ............................................................................................. 17 Conceptual Modeling ................................................................................................... 19 Conceptual Modeling in the Physics Classroom ................................................ 20 Conceptual Modeling in the History Classroom ................................................ 21 Conceptual Modeling as a Visual Approach to Historical Thinking .................. 23 Step-by-Step Approach to Integrating Modeling in the History Classroom ................... 24 Chapter 3: Research Methods ............................................................................................... 31 Research Questions ...................................................................................................... 32 Method: Action Research ............................................................................................. 32 Process ......................................................................................................................... 35 Potential Limitations of Action Research .......................................................... 36 Potential Benefits of Action Research ............................................................... 36 Framework of Courses ................................................................................................. 38 Initial week of course........................................................................................ 40 Modeling Schedule: Week One......................................................................... 40 Modeling Schedule: Week Two ........................................................................ 41 Data Collection ............................................................................................................ 42 Data Analysis ............................................................................................................... 45 Trustworthiness, Ethics, and Limitations ...................................................................... 47 Trustworthiness ................................................................................................ 47 Ethics… ........................................................................................................... 50 Limitations ....................................................................................................... 51 Chapter 4: Findings ............................................................................................................... 53 Introduction: Conceptual Modeling in the Classroom ................................................... 53 Research Questions ...................................................................................................... 53 Modeling: Overall Themes ........................................................................................... 54 Abstraction of Complex Concepts ................................................................................ 55 “Big Picture” Thinking ..................................................................................... 56 Visualization and Visual Thinking .................................................................... 56 Critical Thinking .......................................................................................................... 58 Modeling versus Traditional Instruction ....................................................................... 59 The Desire for More-Traditional Instruction ..................................................... 60 vi Doing History through Modeling.................................................................................. 62 Making Choices, Taking Risks ..................................................................................... 64 Role of Student Collaboration in Conceptual Modeling ................................................ 67 Whole-Group Deliberations .............................................................................. 69 Transferability of Concepts and Skills .........................................................................