Discusses a study which determined empirically that potential users of new social studies materials do not perceive the attributes of the materials as has been assumed in the innovation adoption literature. Willingness to adopt new materials seems to be based upon observable benefits, degree of difficulty, investment requirements, and familiarity.…

Examines three curriculum projects in order to evaluate the organization of social studies curriculum around the social science disciplines. Concludes that curriculum often minimizes students' creative powers by stressing logical tidiness at the expense of the social, personal, and communal processes which characterize social science. (Author/DB)

Social Studies teachers must help students learn to think for themselves. The first part of this paper delineates alternative definitions of critical thinking. In the second part, two research and instructional models are examined. Part three suggests four research approaches and problems based upon the logical paradigm. (Author/RM)

In the late 1930s and 1940s Paul R. Hanna advocated, for the elementary and junior high school student, a multidisciplinary, wholistic, and coordinated study of people in communities. This paper presents a defense of this approach to social studies, and shows how it can be adapted to include new teaching techniques. (Author/RM)

This article discusses the history of nationalistic education, describes examples of it in Poland, Germany, France, Germany, Russia, and China, and examines selected requirements related to it in the United States. Several approaches for making nationalist education more relevant to a global society are presented. (Author/RM)

The author examines elementary, secondary, and college level social studies textbooks, to see how they treat the presidency and presents a brief review of findings of student images of the presidency immediately before Watergate and one year later. He discusses four basic conceptual ways for teachers and curricula developers to reconsider the…

This paper examines the political outlooks of high school teachers and parents of a randomly selected national sample of 1965 high school seniors. Correlations between teacher-parent pairs show very modest strength or direct agreement between the two socialization agents, although there are negative relationships on any measure. (Author/RM)

The effects of numerical and visual cues, equality or inequality of initial volumes, size of measurement unit, and order of cue presentation on conservation of liquid volumes by first- and second-graders were investigated. Some findings extend, and others contradict, those of Piaget. (SD)

The ability of students in grades 1-12 to generate proofs of theorems in an unfamiliar, one axiom, abstract system was investigated. There were no significant differences in performance of two levels of secondary students; fourth- through sixth-grade students were also able to develop proofs, but needed more time. (SD)

Use of conditional statements by seventh-grade mathematics teachers in general class discussions was found to correlate positively with the ability of students to apply the principles of logic. Interaction with mathematics ability was not significant; correlations varied for subscales of the reasoning test. (SD)

Ninth-grade students were given a battery of cognitive aptitude tests and randomly assigned to verbal or figural mathematics instruction. Learning and retention were correlated with the aptitude measures and other fixed variables; regression analysis indicated the importance of memory, semantic factors, and sex difference. (SD)

The effects of a combined mathematics and mathematics methods course incorporating extensive use of manipulative materials on the mathematics achievement, attitudes toward mathematics, and desire, ability, and tendency to use manipulative materials in the elementary classroom were investigated. (SD)

Suggestions are made for the improvement of the present "state of the art" of value study, including an argument for the use of narrative explanation to develop an understanding of different world views. Then, an approach to value education applying these suggestions to the concept of "justice" is presented. (JH)

The philosophical problem of "how one knows," using inductive reasoning and the use of inductive reasoning in four new social studies programs are discussed in order to promote an awareness among students and teachers of the complexity of the methodological problem. (JH)

This study investigates the relationship between intellectual development and moral development in order to provide additional descriptions of the relationship based on a Piagetian type conservation task and a Piagetian type paired-story situation involving intentional behaviors and final outcomes. (JH)