Teaching and Learning Content in the Social Studies: The ERIC/ChESS Perspective on Trends and Issues.

Autor/in	Patrick, John J.
Titel	Teaching and Learning Content in the Social Studies: The ERIC/ChESS Perspective on Trends and Issues.
Quelle	(1988), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Citizenship Education; Cognitive Processes; Course Content; Curriculum Design; Curriculum Development; Curriculum Problems; Elementary Secondary Education; Geography Instruction; History Instruction; Political Socialization; Science and Society; Social Studies + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Cognitive process; Kognitiver Prozess; Kursprogramm; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geography education; Geography lessons; Geografieunterricht; History lessons; Geschichtsunterricht; Politische Sozialisation; Gemeinschaftskunde
Abstract	This paper focuses on the current trends and issues in social studies education based on the literature that passes through the ERIC Clearinghouse for Social Studies/Social Science Education (Indiana). Four trends pertaining to teaching content in history, geography, civics, and science in society have emerged from a review of the literature. Scholars and professional associations have made strong recommendations for restoring history and geography to a central place in the core curriculum. The new "History-Social Science Framework for California Public Schools" states that history and geography are the two great integrative studies of the field. Also, there are calls for the renewal of teaching about the civic values of a constitutional democracy and for the addition of content about science as a powerful social force. Other issues receiving current attention can be viewed in terms of opposing ideas: (1) universalism vs. particularism; (2) content vs. process; and (3) socialization vs. liberation. Advocates of universalism believe all students should learn the same content while proponents for particularism suggest varing content based on student interests. Some educators are placing too much emphasis on the development of high-order cognitive skills while others emphasize content to the point of ignoring those skills. While responsible citizenship in a constitutional democracy involves critical thinking about public policies and issues, a democracy also requires a citizenry with a knowledge of its cultural heritage. It is recommended that the curriculum be balanced between the positions of particularism and universalism; content and process; and socialization and liberation. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01