Is Curriculum Integration a Boon or a Threat to Social Studies? Research Series No. 204.

Autor/inn/en	Alleman, Janet; Brophy, Jere
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Is Curriculum Integration a Boon or a Threat to Social Studies? Research Series No. 204.
Quelle	(1991), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Curriculum Research; Educational Change; Educational Objectives; Elementary Education; Instructional Materials; Integrated Curriculum; Learning Activities; Social Studies; Textbook Content; Textbook Research + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Gemeinschaftskunde; Lehrbuchtext; Schulbuchforschung
Abstract	Educators tend to view curriculum integration as an obviously good idea and thus adopt an attitude of "the more integration, the better." However, the analysis of elementary social studies presented in this report indicates that many of the activities suggested in the name of integration either: (1) lack educational value in any subject or (2) promote progress toward significant goals in another subject but not in social studies. Furthermore, many of these activities are quite time consuming and some of them have the effect of distorting the ways social studies content is represented or developed. Examples of these and other problems with so-called integration activities are presented, and guidelines that teachers can use for judging the value of proposed integration activities, both their education value in general and their social education value in particular, are offered. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01