ERIC Number: ED196748
Record Type: RIE
Publication Date: 1979-Nov
Reference Count: 0
The Effects of Values Dilemma Activities on the Content Retention and Attitudes of Social Studies Students: An Empirical Investigation Based upon the Casteel-Stahl Approach to Values Education.
Stahl, Robert J.
The paper reports results of a study to determine the impact of values decision-making activities on the content retention and attitudes of high school social studies students. The study used the Casteel-Stahl approach to values education. This approach maintains that students must engage in four phases of thinking during values/moral classroom instruction: conceptual, relational, valuation, and reflective. The framework allows teachers to develop subject matter centered materials which will enhance content comprehension while simultaneously aiding students in acquiring decision-making, valuing, and moral-reasoning skills. The sample consisted of 18 eleventh grade American History classes taught by six teachers. The classes were randomly divided into control and experimental groups. The researcher planned, developed, and wrote eight values dilemmas, each covering an event or topic in the text. Experimental teachers were given no special training in using these activities. Students were tested at the end of the first and fourth weeks. Results of both tests indicate that students who interacted with the values dilemmas retained more content as well as developed more positive attitudes than those who did not use the activities. The data suggest that the Casteel-Stahl model of values education is a viable approach to help students in the various cognitive and attitudinal dimensions of their lives. Copies of the values dilemmas used are appended and comprise the major portion of the document. (Author/KC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Arizona State Univ., Tempe. Coll. of Education.
Authoring Institution: N/A
Note: Paper presented at Annual Meeting of the National Council for the Social Studies (Portland, OR, November 1979).