ERIC Number: ED040891
Record Type: Non-Journal
Publication Date: 1969
Reference Count: N/A
Model for the Development of Inquiry-Oriented Social Studies Curriculum Materials Using Community Resources as Learning Laboratories. Curriculum Model #1.
Sebolt, Alberta P.; Clegg, Ambrose A., Jr.
In the planning phase of this ESEA Title III Project, a learning unit was developed to serve as an outline for the first draft of the model. The field-lab approach is stressed in the belief that the "real world" offers a unique learning opportunity, since it includes the "how" of living as well as the inquiry process of decision-making in the selection of solutions to problems. The curriculum content is centered around one specific problem: How does man provide for and conserve an indispensable resource --water? The scope of instruction is outlined in terms of specific concepts and generalizations, and instructional behavioral objectives. The inquiry teaching strategy is discussed with reference to the cognitive levels of Bloom's taxonomy (cognitive and affective domains). A teacher background booklet provides descriptive material on the field-lab: the Quabbin Reservoir System in Massachusetts. Bibliographies are included for activities, teacher resources, student books, and the references used in the model development. The revised version of the Test for Concept Learning and Identification of the Cognitive Process (SO 000 085) is appended. SO 000 069 and SO 000 070 describe Curriculum Model #2 and the general R-L-L Curriculum Model. (SBE)
Descriptors: Behavioral Objectives, Community Resources, Concept Teaching, Curriculum Design, Environmental Education, Experimental Curriculum, Field Instruction, Inquiry, Instructional Materials, Measurement Instruments, Models, Problem Solving, Sequential Approach, Social Studies, Socialization, Units of Study
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Resource Learning Lab., Sturbridge, MA.