Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms

Autor/inn/en	Brugar, Kristy A.; Whitlock, Annie McMahon
Titel	Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms
Quelle	In: Canadian Social Studies, 51 (2020) 1, S.2-21 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1191-162X
Schlagwörter	Social Studies; Elementary School Teachers; Grade 1; Grade 5; Interdisciplinary Approach; Teaching Methods; Integrated Curriculum; Skill Development; Literacy; Critical Thinking; Research Skills; Learning Strategies; Language Arts; Mathematics Instruction; Civics + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 05; 5. Schuljahr; Schuljahr 05; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Kritisches Denken; Forschungsleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sprachkultur; Mathematics lessons; Mathematikunterricht; Staatsbürgerkunde
Abstract	This study explores how two elementary teachers (first and fifth grades) integrated social studies content and skills throughout their school day. More specifically, we describe and explain their social studies instruction in terms of integration as it reflects fractured, healthy, and stealthy integration (Hinde, 2015). As researchers, we spent time in two classrooms documenting the explicit and implicit social studies instruction and the interactions of teachers and students. We found examples of fractured, healthy, and stealthy integration with most instances occurring throughout the school day but with varying degrees of transparency. This study provides insight to what is taught as elementary social studies and the study contributes to our understanding of how social studies is taught in elementary classrooms with implications for future research and teacher practice. (As Provided).
Anmerkungen	University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. Web site: https://canadian-social-studies-journal.educ.ualberta.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01