Literaturnachweis - Detailanzeige
| Autor/in | Kasschau, Richard A. |
|---|---|
| Titel | A Rationale for the Teaching of Psychology in the High Schools. |
| Quelle | (1979), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Curriculum; Educational Needs; Educational Objectives; Educational Practices; Literature Reviews; Psychology; Secondary Education; Social Sciences; Social Studies; State of the Art Reviews; Student Interests |
| Abstract | The author presents a rationale for adding psychology to the high school social studies curriculum. Also, changes within the environment of secondary schools which affect educators' willingness to offer psychology courses are identified. Approximately 750,000 high school students are currently enrolled in some sort of psychology course. In spite of this impressive enrollment figure, however, many educators argue against including psychology in the high school curriculum. Reasons for not including psychology in the curriculum are that teachers are not sufficiently trained in psychology to teach it well; students are too immature to understand psychological concepts before college; and psychology focuses on personal adjustment rather than intellectual concepts. The rationale for including psychology in high school is based on four major premises--that it is already taught successfully in many schools, offers high school students a chance to work with a scientific discipline before college, prepares students for a service-oriented society, and can help students adjust to society. Factors influencing the increase in psychology courses in high school include a high degree of student interest, recognition that psychology can teach students about relating to a fast-paced world in which facts soon become dated, and belief on the part of teachers and parents that psychology will help adolescents resolve questions concerning personal worth and meaning. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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