Using Historical Thinking Strategies for Improving Elementary Students' Content Knowledge and Attitudes towards Social Studies

Autor/inn/en	Burnett, Lydia; Cuevas, Joshua
Titel	Using Historical Thinking Strategies for Improving Elementary Students' Content Knowledge and Attitudes towards Social Studies
Quelle	In: Georgia Educational Researcher, 20 (2023) 1, S.28-96, Artikel 2 (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	History Instruction; Thinking Skills; Elementary School Students; Knowledge Level; Student Attitudes; Social Studies; Teaching Methods; Learner Engagement; Grade 5; Critical Thinking; Cognitive Tests; Rural Schools; Cooperative Learning; Georgia; Cornell Critical Thinking Test + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Denkfähigkeit; Wissensbasis; Schülerverhalten; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Kritisches Denken; Kognitiver Fähigkeitstest; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Kooperatives Lernen
Abstract	Instructional time spent on elementary social studies is often marginalized due to the emphasis placed on other content areas. Therefore, social studies teachers must employ meaningful instructional strategies that will engage students while promoting content acquisition. This quasi-experimental study responds to this challenge by guiding a sample of 44 fifth grade students to use the historical thinking skills of sourcing, contextualizing, and corroborating that encourage engagement with a variety of primary sources through the lens of Jerome Bruner's learning theories. The control group used traditional instructional methods including close-note taking, vocabulary review, and independent reading from social studies texts. Both the control and treatment groups were assessed prior to and after the study on content knowledge, attitude toward social studies, and critical thinking skills using the Cornell Critical Thinking Test. Students in the treatment group showed significant differences in their content knowledge over the control group. (As Provided).
Anmerkungen	Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01