The Persistent Problem of Method in Social Studies Teaching [electronic resource] / Stephen J. Thornton.
This paper relates pedagogical reasons for students not knowing what educators think they should know about social studies. In the past and the present, those who have sought to redress this discrepancy have generally placed more emphasis on changing the formal curriculum than on changing the method...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1998.
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| Summary: | This paper relates pedagogical reasons for students not knowing what educators think they should know about social studies. In the past and the present, those who have sought to redress this discrepancy have generally placed more emphasis on changing the formal curriculum than on changing the method, even though the formal curricula have limited and variable effects on what ensues behind the classroom door. The task of motivating students to learn what educators think they should learn depends far more on the purposes and methods brought to bear in the classroom than on a curriculum proposed by a national commission or mandated by a state education agency. The paper further explains why subject matter and instructional methods cannot be considered dichotomous and considers the ramifications of such a position for social studies reform. (Contains 27 references.) (BT) |
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| Item Description: | ERIC Document Number: ED427987. ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). |
| Physical Description: | 14 p. |