ERIC Number: ED049151
Record Type: Non-Journal
Publication Date: 1971
Reference Count: N/A
Concepts in the Social Studies.
Beyer, Barry K., Ed.; Penna, Anthony N., Ed.
These selections were chosen to give practical, understandable answers to several questions concerning concept teaching. What are concepts? Why teach them? How can concepts be taught? What are the implications of teaching? Here concept teaching implies: 1) developing the learners ability to conceptualize; 2) evolving more complex conceptualization; 3) teacher articulation of concepts, and being aware of previously learned concepts; 4) developing inquiry-teaching strategies; 5) evaluating teaching through the learners concept application; and, 6) using many types of media and personal experiences. With changes in the framework of the traditional social studies classroom and curriculum using sequential topically organized courses or a spiral curriculum organization, a concept-oriented curriculum can be facilitated. It is necessary, however, to limit the number of concepts to be learned, and to limit the amount of content for the purpose of depth studies. In this way concept learning can be facilitated at any grade level. Parts of the Syracuse University Social Studies Curriculum and the Illinois Curriculum are reproduced for illustration. (VLW)
Descriptors: Concept Formation, Concept Teaching, Critical Thinking, Curriculum Development, Elementary Education, Fundamental Concepts, Geography Instruction, History Instruction, Induction, Inquiry, Secondary Education, Social Studies, Spiral Curriculum
National Council for the Social Studies, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 ($2.25)
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Council for the Social Studies, Washington, DC.