ERIC Number: ED326470
Record Type: RIE
Publication Date: 1990-Aug
Reference Count: N/A
Mastodons, Maps, and Michigan: Exploring Uncharted Territory while Teaching Elementary School Social Studies. Elementary Subjects Center Series No. 24.
Wilson, Suzanne M.
Using three instances from elementary school teaching experience, the paper examines the ways in which subject matter knowledge influences pedagogical thinking. It is proposed that subject matter knowledge creates two major problems for teachers. First, it results in an explosion of the curricular landscape, for if teachers know subject matter well, the curricular territory expands. This expansion includes a blurring of the boundaries between different school subjects. Second, subject matter knowledge is a necessary but not sufficient condition for creating powerful instructional representations. Teachers, therefore, need pedagogical content knowledge as well as knowledge of their subject matters. (Author/DB)
Descriptors: Educational Research, Elementary Education, Elementary School Curriculum, Instructional Effectiveness, Interdisciplinary Approach, Maps, Pedagogical Content Knowledge, Skill Development, Social Studies, Student Educational Objectives, Teacher Education, Teaching Experience, Teaching Methods, Teaching Skills
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Identifiers: Dewey (John); Michigan
Note: Presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).