Theoretical Cognitive Principles Observed in the Social Studies Classroom.

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Autor/Urheber	Walker, Juan; Langan, Elise; Kemp, Andrew; Pagnotti, John; Russell, William B
Institution	International Assembly of the National Council for the Social Studies
Titel	Theoretical Cognitive Principles Observed in the Social Studies Classroom.
Quelle	In: Journal of International Social Studies; Vol 6, No 1 (2016); 143-156 ; 2327 3585(2016) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	Social studies; history; critical thinking; learning processes; intellectual interaction; application of knowledge
Abstract	Pre-service elementary social studies teachers in the southeastern United States participated in a mixed methods study to determine the degree to which they utilized critical thinking skills. Insight Assessments administered analysis of their reflections, critical thinking skills, and dispositions test; the researchers developed a post survey for the study based on Paul & Elder's (2009) work. Pre-service teachers initially believed that their critical thinking abilities were above average; however, after taking the skills and dispositions test and receiving feedback on their reflections, they developed a new appreciation and understanding of the components of critical thinking. They also made a commitment to help their future students develop their critical thinking skills. This study addresses the need to consider how our pre-service teachers think, how to help them think more critically, and how to help them teach critical thinking skills when they become teachers.
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