Literaturnachweis - Detailanzeige
| Autor/inn/en | Sumrall, William J.; Schillinger, Donald N. |
|---|---|
| Titel | A Student-Directed Model for Designing a Science/Social Studies Curriculum |
| Quelle | In: Social Studies, 95 (2004) 1, S.5 (6 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0037-7996 |
| Schlagwörter | Stellungnahme; Teaching Methods; Science Teachers; Science Education; Current Events; Constructivism (Learning); Social Studies; Relevance (Education); Curriculum Development; Integrated Curriculum |
| Abstract | In most school settings, textbooks, which can be static and frequently outdated, are the major source of instruction about societal and science issues. Educators, however, want students to be less reliant on the static, sometimes dated, information and didactic instructions found in those books and to be more active in gathering their own information as they make connections between issues of society and science. For teachers, using relevant issues and current interests is the recommended teaching strategy, especially for social science and science instructors. By making a lesson interesting, teachers can hold young peoples' attention and make their learning easier. The National Commission on Social Studies in the Schools provides a rationale for integrating social studies with science in its Charting a Course: Social Studies in the 21st Century (National Commission 1989). The rationale is described in this article. (ERIC). |
| Anmerkungen | Springer-Verlag New York, LLC., Journal Fulfillment, P.O. Box 2485, Secaucus, NJ 07096. Tel: 800-777-4643 (Toll Free); Fax: 201-348-4505; Web site: http://www.springeronline.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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