Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | How Much Should Pupils Read in the Social Studies? |
| Quelle | (2002), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Stellungnahme; Classroom Techniques; Content Area Reading; Elementary Secondary Education; Reading Comprehension; Social Studies; Student Educational Objectives; Student Evaluation; Student Needs; Teacher Role; Thinking Skills |
| Abstract | Social scientists emphasize reading as one way of obtaining knowledge and skills together with other approaches such as visiting museums and observing purposeful items. Then too, they emphasize using a variety of approaches in helping students achieve worthwhile objectives in terms of knowledge, skills, and attitudes. A quality social studies curriculum will emphasize balance among the social science disciplines of culture, history, geography, political science, and economics. Each has its own methods of inquiry; reading is one method of acquiring knowledge and skills in the social studies. If reading is being stressed, the question arises "How much stress should be placed upon word recognition and comprehension? If a student cannot identify a word while reading, the teacher must offer assistance. But the student might need more help to learn to comprehend what he/she is reading. To think critically and analyze, the student needs to be able to separate fact from opinion, accurate from inaccurate content, and reality from fantasy. And it is necessary for students to develop proficiency in problem solving. Once the problem is clearly stated, then reference materials must be used in data gathering. The following types of social studies reference materials should be available: books, primary documents, special references, reference aids, and miscellaneous materials. The teacher needs to be constantly on the lookout for new materials to be used in problem-solving activities. To appraise learner progress, the teacher may use standardized tests, criterion-referenced tests, and informal devices such as teacher-written tests, oral performance, or participatory activities. Contains 8 references. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
