A Holistic Approach to the Social Studies.

Autor/in	Davidson, Bonnie
Institution	California Lutheran Coll., Thousand Oaks. Dept. of Education.
Titel	A Holistic Approach to the Social Studies.
Quelle	(1977), (244 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Affective Objectives; Cognitive Development; Cognitive Objectives; Curriculum Development; Educational History; Educational Practices; Educational Psychology; Educational Research; Elementary Education; Grade 4; Masters Theses; Social Studies; Teaching Methods; Theories; Units of Study + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kognitives Lernziel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Bildungspraxis; Erziehungspsychologie; Pädagogische Psychologie; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Lerneinheit
Abstract	The document explains the need for holistic social studies teaching methods, proposes a holistic model for use in a fourth grade social studies class, and places the model within the general context of social studies education. A holistic method is defined as a way of teaching which is cognitively and affectively integrated with individual development. The paper is presented in seven chapters. Chapter I traces social studies curriculum development from 1900 to the 1970s. Chapter II traces the development of a general psychology of cognition and affect with emphasis on research by psychologists Jean Piaget, Abraham Maslow, and Carl Rogers. Chapters III and IV compare the cognitively-oriented psychology of Piaget with the affectively-oriented psychology of Maslow and relates both movements to education. Chapter V presents a model of an holistic social studies unit and illustrates it by activities designed for a fourth grade unit on early California Indians. Information is presented on arrangement of the classroom environment to enhance the unit, activities (simulations, reading assignments, note taking, class discussion, and library research), and evaluation procedures. Chapter VI analyzes cognitive and affective functions of the model. Chapter VII identifies cognitive and affective criteria used to evaluate classroom experience with the model. The document concludes with appendices including the monograph "Social Studies Techniques," by Helen Doolin, upon which the holistic model is based. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC