Constructivist Approach: Improving Social Studies Skills Academic Achievement

Autor/in	McCray, Kimeko
Titel	Constructivist Approach: Improving Social Studies Skills Academic Achievement
Quelle	(2007), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Constructivism (Learning); Suburban Schools; Research Design; Qualitative Research; Intervention; Action Research; Academic Achievement; Democratic Values; Social Studies; Teaching Methods; Skill Development; Geography; Economics; History Instruction; Achievement Gains; Questionnaires; Cognitive Processes; Learning Processes; Michigan + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Forschungsdesign; Qualitative Forschung; Projektforschung; Schulleistung; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Geografie; Volkswirtschaftslehre; History lessons; Geschichtsunterricht; Achievement gain; Leistungssteigerung; Fragebogen; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess
Abstract	This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that Constructivist technique may improve students' academic performance and achievement. Social and Cognitive Constructivist learning methods were the main focus of the interventions chosen to help students achieve higher academic achievements. Post-intervention data upheld the premise to what extent that these strategies would serve to raise the students skills and understanding in the area of social studies and community. A qualitative research and action research design will be used in a survey sampling 25 teachers between the ages of 25 and 50 years old throughout the Southeast Michigan, including urban and suburban schools. The following are appended: (1) Questionnaire; (2) Informed Consent Form; and (3) Approval Request Form. [Master's in Special Education, Marygrove College.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10