A Course Guide for the New Social Studies; A Television Inservice Course for Teachers of Elementary Grades.

Autor/in	Clifford, Dorita
Institution	Archdiocese of San Francisco, CA. Education Progress Center.
Titel	A Course Guide for the New Social Studies; A Television Inservice Course for Teachers of Elementary Grades.
Quelle	(1971), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Attitudes; Cognitive Processes; Discovery Learning; Educational Objectives; Educational Strategies; Induction; Inquiry; Inservice Teacher Education; Learning Processes; Role Playing; Simulation; Social Attitudes; Social Studies; Social Values; Teaching Methods + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Attitude; Einstellung; Verhalten; Cognitive process; Kognitiver Prozess; Entdeckendes Lernen; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie; Induktion; Induktive Methode; Lehrerfortbildung; Learning process; Lernprozess; Rollenspiel; Simulation program; Simulationsprogramm; Social attidude; Soziale Einstellung; Gemeinschaftskunde; Sozialer Wert; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The goals of social studies--defined as thinking, understanding, attitudes, and skills--are considered within the framework of a cognitive and an affective taxonomy of educational goals. The first lesson in this series of lessons on social studies instructional strategies deals with modes of inquiry and with the value of responsible consent and dissent. The second lesson recapitulates the goals of social studies and considers the art of questioning together with discovery learning. The value and skills of role playing are discussed in the third lesson dealing with interpretation. The fourth lesson deals with integration and places emphasis on the inductive processes of inquiry, while the fifth and sixth lessons deal with strategies of analysis and synthesis. Judgment is considered as the culmination of the first six lessons (and of the cognitive taxonomy). The affective taxonomy is used as the framework for further discussion: a hierarchy in the development of attitudes--responsibility, rules, contrasts, and alternatives--is presented in the eighth lesson, and strategies and problems in developing values are offered in the ninth lesson. The tenth lesson covers teacher openness and the need for instilling a sense of alternatives in creating values, and the final lessons evaluate gaming and simulation. (SH)
Anmerkungen	Department of Education, Archdiocese of San Francisco, 443 Church St., San Francisco, California 94114 ($1.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01