A Conceptual Framework for Elementary Social Studies Curriculum and Instruction.

Autor/in	Williams, Jo Watts
Institution	North Carolina Univ., Greensboro. Humanistic Education Project.
Titel	A Conceptual Framework for Elementary Social Studies Curriculum and Instruction.
Quelle	(1974), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Conventional Instruction; Curriculum Development; Educational Development; Educational History; Educational Philosophy; Educational Theories; Elementary Education; Humanistic Education; Inquiry; Models; Progressive Education; Social Studies; Student Centered Curriculum; Teaching Methods + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsentwicklung; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Elementarunterricht; Humanistische Bildung; Analogiemodell; Reformpädagogik; Progressive Erziehung; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A comprehensive, consistent framework for investigating, defining, clarifying, and understanding social studies curriculum and instruction is provided. The framework, descriptive in nature, is comprised of five conceptually distinct historical traditions in elementary-level social studies: (1) social studies as knowledge for the sake of knowledge, (2) social studies in the child-centered tradition, (3) social studies as reflective inquiry, (4) social studies as structure of the disciplines, and (5) social studies as sociopolitical involvement. The five traditions were identified and developed through a systematic search of the literature in social studies education from the 1890s to the present. Recognizing that specific curricular components determine to a large degree the direction of social studies education, the following six curricular components were selected and used in delineating the traditions constituting the framework: (1) citizenship education; (2) student maturity; (3) selection of content; (4) use of content; (5) significant others including publishing companies, social studies projects, methods teachers, and community members; and (6) evaluation of teachers and students. Each component is discussed in light of the role it has played in a particular tradition. (Author/DE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01