ERIC Number: ED155115
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Determining the Curricular Conceptions of Elementary School Social Studies. Research Report.
Rooze, Gene E.
The paper discusses the theoretical basis of elementary social studies curriculum. Using a categorization tool developed by Eisner and Vallance, the author examines recent elementary school social studies literature in order to determine the underlying of curriculum philosophies. Five philosophical positions are revealed. The first, academic rationalism, is a content-focused curriculum. This theory implies that the knowledge that has been revealed to man through the ages is the content the student must learn. The second, cognitive processes, is concerned with the skills of intellectual operations which focus on the processes of learning and thinking. The third, social reconstruction-relevance, views education as the means of creating a better society and views the school's role as an agency of adaption. The fourth, curriculum as technology, focuses on the processes involved with producing a more efficient means of teaching. The fifth, self-actualizing curriculum, provides personally satisfying experiences so that a better understanding of the student and world becomes possible. (Author/JK)
Descriptors: Cognitive Processes, Conceptual Schemes, Content Analysis, Course Content, Curriculum Development, Curriculum Research, Decision Making Skills, Educational Objectives, Educational Philosophy, Educational Technology, Educational Theories, Elementary Education, Elementary School Curriculum, Inquiry, Instructional Improvement, Process Education, Relevance (Education), Self Actualization, Skill Development, Social Change, Social Studies
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Texas Tech Univ., Lubbock.