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ERIC Number: ED191775
Record Type: RIE
Publication Date: 1978
Pages: 12
Abstractor: N/A
Reference Count: 0
The Effect of an Introductory Course to the Social Studies Upon Students' Interest in the Social Studies.
McTeer, J. Hugh; Flowers, Sharon B.
This research study examined the effect that a ninth grade introduction to the social studies course had upon student interest in the social studies. A group of 32 entering ninth grade students (20 boys and 12 girls) were chosen as the experimental group to take the course. Written in a series of units, the course was comprised of the disciplines of the social studies that were taught in the high school curriculum including anthropology, economics, geography, government, history, psychology, and sociology. These units were taught as mini courses within the quarter. Teaching techniques were geared toward more use of simulation, gaming, experiments, map skills, word games, filmstrips, and films than are traditionally used in most classrooms. While mastery of the normal discipline content was not the focus of the course, terminology was introduced and reviewed as it related to the discipline. It was anticipated that, through brief but direct student involvement in experiences and skills normally acquired and practiced in a discipline, students would become motivated and desire a knowledge of the discipline. At the beginning of the course, the group was administered the H. H. Remmer's "A Scale to Measure Attitude Toward Any School Subject" Form A. The scale was administered to the group again at the end of the course and a final time at the end of four years of high school. Findings show that there was no significant gain in interest in social studies immediately following the course. However, by the time the group had completed four years in high school, they expressed a significantly higher interest in the social studies. An outline of the course is included. (Author/RM)
Publication Type: Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A