ERIC Number: ED059116
Record Type: Non-Journal
Publication Date: 1971
Reference Count: N/A
An Encounter with Discovery: Performance and Reactions of Prospective Social Studies Teachers.
Described in this paper are the author's experiences with a technique for providing preservice social studies teachers with first hand experience with the discovery approach to teaching. This is defined as a structured learning activity in which the learner is encouraged to learn for himself that which is to be learned or discovered. The discovery learning process was both the technique of his lesson and the object for discovery. The 26 students in the methods course were presented with an unidentified fable and given the task of identifying as much about it as possible. The report includes a transcript of much of the class interaction and the author's interpretations. A final section discusses student reaction to the lesson and to their additional task of designing and teaching an original social studies discovery lesson in a local public school. Student attitudes toward discovery teaching were mostly negative after the author's lesson and did not change after their own teaching experience. The author notes, however, that many of those students who disapproved of discovery asked for the author's lesson for use in their own student teaching during the following semester. (Author/DJB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: State Univ. of New York, Stony Brook. American Historical Association Education Project.