Social Studies 2000-2001 Academic Year

Title: Comparing face-to-face discussion and electronic discussion: A case study from high school social studies

Description: Classroom discussion is an important teaching strategy because of its
relation to the development of participatory citizenship, critical thinking, and classroom
community (Engel and Ochoa, 1988; Parker, 1996 and Weikel, 1994).  Discussion is
particularly relevant in social studies education because of the mandate to prepare students
for participatory democracy.  Much of the research on discussion has focused on the distinction
between recitation and discussion (Wilen & White, 1991).  Several studies (Parker, 2001;
Larson, 2000; Larson & Parker, 1996) have examined the distinctive nature of discussion itself.
Those studies indicate that there are various types of discussion that vary in purpose, content, and
format. The grant allowed for the authors to examine the interactions of high school students when
they are engaged in traditional classroom discussions (face-to-face talk amongst students and teacher), and when they are engaged in electronic discussions (either asynchronous threaded discussions or
“instant messaging” conversations).

Project