Preparing for Citizenship: Second Order Thinking Concepts in Social Science Education.

Autor/in	Sandahl, Johan
Titel	Preparing for Citizenship: Second Order Thinking Concepts in Social Science Education.
Quelle	In: Journal of social science education, 14 (2015) 1, S. 19-30Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/UNIBI/jsse-v14-i1-1375
Schlagwörter	Staatsbürgerliche Erziehung; Empirische Untersuchung; Interview; Sekundarstufe II; Fachdidaktik; Geschichtsunterricht; Politische Bildung; Sozialwissenschaftlicher Unterricht; Sozialwissenschaften; Normativität; Schweden
Abstract	Social Science as a school subject aims at making students knowledgeable in societal issues as well as preparing them for citizenship. Despite the strong position of Social Science in the Swedish school curricula, little research has been done in the field. Previous research has mainly concentrated on factual knowledge and conceptual learning, or the role of deliberation in class activities. Less research has focused on the role of disciplinary thinking and how that might promote learning to think like a social scientist while at the same time preparing students for citizenship. By using a conceptual framework from history didactics, Social Science education is in the following text explored in search of second order thinking concepts. Also, the relationship between these concepts and democratic socialisation is discussed. By focusing on one substantial case, this study tries to reach beyond the various topics commonly covered in Social Science education. The research was conducted by observing teaching in Social Science and interviewing six experienced teachers. Using this conceptual framework, ideas on how to organise, analyse, interpret and critically review discourses in society were constructed as six proposed second order thinking concepts of Social Science: social science causality, social science evidence and inference, social science abstraction, social science comparison and contrast, social science perspective taking and the evaluative dimension. The argument is that when students work scientifically they develop a way of thinking about society and they challenge their set opinions about different topics. Therefore, second order thinking concepts are important for learning Social Science and at the same time preparing students for a life as citizens (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2015/4