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The Evidence Base for Social Studies: Social Studies in Elementary Education
The Evidence Base for Social Studies: Social Studies in Elementary Education
What This Means for Instruction
After a review of the
research, a number of classroom techniques or applications have been found to
be successful with students. Below are some general guidelines to help
educators plan and implement the instruction of social studies in elementary
education:
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Identify and develop a limited number of important ideas in-depth rather than
superficial coverage of breadth (Brophy and Alleman 1997; Levstik and Barton
2001).
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Organize content into networks structured around social studies ideas or
themes with an emphasis on the connections between them (Brophy and Alleman
1997).
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Provide learning opportunities in social studies that lead to an
understanding, appreciation and application to life outside of school (Brophy
and Alleman 1997; Ediger 1998).
-
Participate in teacher-student discourse that features reflective discussion
and dialogue on key ideas rather than simple recitation of facts (Brophy and
Alleman 1997; Levstik and Barton 2001).
-
Assist students in the development of good questions or hypotheses (Levstik
and Barton 2001; Liss 2003; Zarillo 2004).
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Develop activities that provide students with opportunities for authentic
application of what they are learning (Brophy and Alleman 1997; Messick and
Chapin 1997).
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Develop formative assessment mechanisms that focus on the importance of
understanding, appreciation and application of content knowledge not on
isolated facts or skills (Brophy and Alleman 1997; Seixas 2001).
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Evaluate integrated lessons and determine if their focus is on an identified
social studies goal (Alleman and Brophy 1997; Ediger 1998).
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Develop lessons that are child-centered and permit the students to pursue
topics of personal interest (Zarillo 2004).
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Assist in the development of democratic citizens who are critics of, and
participants in, their government (Wade 2002; Zarillo 2004).
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Provide students with a variety of materials which supplement the textbook and
provide opportunities for student evaluation (Hoge).
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Incorporate current events, field trips and community study which demonstrate
the relevance of social studies to the world in which the students live (Hoge
1994; Levstik and Barton 2001; Thornton 2001).
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