ERIC Number: ED113245
Record Type: RIE
Publication Date: 1974-Oct-1
Reference Count: 0
The "New Social Studies" Is Plural. Publication Number 6.
The writings of 33 authors in either curriculum theory or social studies are analyzed to determine whether each author supports structure-discovery views, reflective-inquiry views, or expresses views that tend to reflect both positions or neither position regarding the new approaches to teaching social studies. The structure-discovery method is designed to teach substantive concepts and procedures from the knowledge structure of a specific discipline. Students, through problem solving, hypothesis testing, or some other involvement, determine the concepts or generalizations for themselves. The reflective-inquiry method is designed to develop each student's ability to make decisions about personal and societal problems. The "content" to be studied is not predetermined but is comprised of data needed to investigate the problem and make decisions about it. Reflective-inquiry emphasizes student values analysis, reflection, and classification in order to make a decision on a specific societal problem. Thirteen writers in the sample favor the structure-discovery approach; twelve favor the reflective-inquiry approach; while eight are inconsistent between the two approaches. Although some of the authors' views may have changed since completion of the study in 1971 and more materials have been recently written, the descriptions of positions can help teachers to conceptualize social studies teaching alternatives. (Author/DE)
Publication Type: Books
Education Level: N/A
Authoring Institution: North Carolina Univ., Greensboro. Humanistic Education Project.