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AutorAllen, D. I.
InstitutionSimon Fraser Univ., Burnaby (British Columbia).
TitelThe Analysis of Social Issues by Social Science Majors. Draft.
Quelle(1971), (9 Seiten)
PDF als Volltext    Verfügbarkeit 
Dokumenttypgedruckt; online; Monographie
SchlagwörterCognitive Processes; Concept Teaching; Educational Research; Preservice Teacher Education; Social Sciences; Social Studies; Transfer of Training
AbstractThe new social studies rationale assumes that concepts learned in a formal school setting can be incorporated into the student's cognitive structure and, further, that students can apply fundamental social studies concepts to analysis of the world's major problems. Teaching, then, concerns itself not with accumulation of factual information but, rather, with the development of concepts, theories, generalizations, principles, and main ideas which, according to this study, need to become part of the student's way of viewing the world in order to interpret and analyze the data of everyday experience. Thirty-five select social studies student teachers and eighteen English student teachers, asked to discuss and suggest remedies for one of four major social issues, were randomly divided into two groups -- one cued to use theories and concepts from their social science field, and the other not cued. Demonstrating the apparent lack of emphasis on concept and theory learning, comparisons between majors and between the cued and uncued teachers indicated that study in their major field did not appear to have improved their ability to analyze and suggest remedies for major social issues. School instruction in general and the social studies specifically need to concern themselves with functional learning. (SJM)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update1973/1/01
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