Core Content, Critical Thinking, and Civic Values: Issues on Education in the Social Studies.

Autor/in	Patrick, John J.
Institution	ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN.
Titel	Core Content, Critical Thinking, and Civic Values: Issues on Education in the Social Studies.
Quelle	(1987), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Citizenship Education; Concept Teaching; Core Curriculum; Course Content; Critical Thinking; Curriculum Development; Educational Improvement; Educational Trends; Excellence in Education; History Instruction; Instructional Effectiveness; Secondary Education; Social Studies; Social Values + Suchen Sie Ihr Suchwort? Schulleistung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kerncurriculum; Kursprogramm; Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Bildungsentwicklung; Lernerfolg; History lessons; Geschichtsunterricht; Unterrichtserfolg; Sekundarbereich; Gemeinschaftskunde; Sozialer Wert
Abstract	This report discusses what should be taught in history and social sciences courses, and how the material should be taught. Differing views of educational leaders as well as results of recent research and studies are summarized. The following propositions are offered as stimulators of inquiry and as tentative guides to practice: (1) the greatest increase in knowledge will most likely come from strong and extensive emphasis on core content, based on conceptual frameworks of academic disciplines in history and the social sciences; (2) effective learning of critical thinking involves practice of skills in terms of a cognitive strategy and in concert with core content; (3) core civic values should be taught in connection with knowledge and critical thinking processes; (4) essential elements of the curriculum should be structured logically and related within and between subjects and from one level to the next, with gradual increases in complexity and standards of achievement; (5) direct instruction can be used to develop students' knowledge; (6) indirect teaching procedures such as discussion of issues in an open and supportive classroom environment are also important; (7) direct and indirect teaching methods can be effectively combined; and (8) core curriculum requirements should be developed. References are included. (PS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01