A Comparison of Teaching Social Studies Using a Traditional Textbook Approach versus Using a Literature Based Approach.

Autor/in	Tindall, Loretta Carbone
Titel	A Comparison of Teaching Social Studies Using a Traditional Textbook Approach versus Using a Literature Based Approach.
Quelle	(1996), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Grade 5; Holistic Approach; Instructional Materials; Interdisciplinary Approach; Intermediate Grades; Language Arts; Language Experience Approach; Literature; Literature Appreciation; Social Studies; Teaching Methods; Whole Language Approach + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Holistischer Ansatz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mittelstufe; Sprachkultur; Language; Languages; Experience; Sprache; Erfahrung; Literatur; Literarische Wertung; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Integrierter Sprachunterricht
Abstract	This study compares a traditional method of social studies teaching to a literature based approach. The study sought to compare student attitude, achievement, and retention of the material presented. The study involved 37 fifth-graders, one class using a literature based approach and the other traditional textbook teaching. Content objectives for both classes were the same. A pre- and post- attitudinal survey was administered along with an achievement and retention test. The results indicated no significant differences in attitudes toward social studies prior to the implementation of the study or in the achievement of both groups on the unit test. The researcher did calculate a significant difference in the attitude of students toward social studies after the study and a significant difference in retention of content with a literature based approach. Students in the literature based group also tended to move into higher order thinking areas of evaluation and comparison. Contains 32 references. Extensive appendices include the retention test, the achievement test, and the attitudinal survey, unit objectives, the equivalency t-test, sample lessons, a bibliography, culmination project, and raw scores and statistical results. (EH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01