Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Recent Trends in Elementary School Social Studies. |
| Quelle | (1993), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Citizenship; Educational Objectives; Educational Trends; Elementary Education; Elementary School Curriculum; Individual Differences; Interpersonal Competence; Social Studies; Student Development; Teaching Methods |
| Abstract | The social studies teacher should assist pupils in developing meaningful learnings. A teacher can achieve such a goal by building on interests that students already have in the social studies. It also is necessary to provide for individual differences among elementary school children. The learner must perceive a purpose and must be able to succeed. In addition, important learnings developed by pupils may be forgotten or become vague unless opportunities are presented to utilize what has been learned. The modern social studies program must balance objectives pertaining to understandings, skills, and attitudes. Teachers must accept all pupils as being important. Societal trends help determine specific units that may be taught. There must be ample justification for each unit of study. Determining such justification would assist the instructor in weeding out unimportant units, a task made increasingly necessary by the ever increasing amount of knowledge available to human beings. The skills of good human relations, problem solving, critical thinking, and creative thinking are important skills for students to develop in becoming effective citizens in the U.S. democracy. A large number of important contemporary issues are cited as particularly appropriate for the social studies curriculum in American classrooms today, and teaching/curriculum problems for consideration and discussion by practitioners are outlined as well. (Contains 13 selected references.) (LBG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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