ERIC Number: ED238781
Record Type: RIE
Publication Date: 1983
Reference Count: 0
A Canadian Social Studies.
Parsons, Jim, Ed.; And Others
The many ways social studies is taught and learned in elementary and secondary schools across Canada are examined. There are five parts. Part 1, "The Nature of the Social Studies," discusses what social studies is, describes the educational history of Canadian social studies, and examines the need and techniques for implementing a global perspective. The second part deals with "The Content of Social Studies," presenting an argument for the teaching of history, looking at the various approaches for teaching geography, presenting examples of integrated approaches to social education, and concluding with a discussion of the values impact of science and technology on society. "The Learning Experience in Social Studies" is the focus of part 3. Examined are how children learn about the concepts of space and time, social education in early childhood, and improving students' reading in social studies. Part 4 deals with "Methodology in Social Studies," focusing on values education, moral development, questioning strategies, concept teaching, and action learning. The concluding part provides suggestions for teaching about Native Canadians. (RM)
Descriptors: Canada Natives, Child Development, Comparative Education, Concept Teaching, Content Area Reading, Definitions, Early Childhood Education, Educational History, Educational Needs, Educational Practices, Educational Trends, Elementary Secondary Education, Experiential Learning, Foreign Countries, Global Approach, Interdisciplinary Approach, Learning Theories, Moral Development, Questioning Techniques, Science Instruction, Social Studies, Space, Teaching Methods, Technological Advancement, Time, Values Education
Faculty Publication Services, 4-116 Education North Bldg., University of Alberta, Edmonton, Alberta T6G 2G5 ($12.50 or $10.00 for 5 or more copies).
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Teachers; Students; Practitioners
Authoring Institution: Alberta Univ., Edmonton. Faculty of Education.
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