ERIC Number: ED196781
Record Type: RIE
Publication Date: 1977-Aug-1
Reference Count: 0
Executive Summary: Social Science Education. A Literature Review and Analysis Related to Assessment of Needs and Existing Practices in U.S. Schools in Pre-College Natural Science, Mathematics, and Social Science Education.
Wiley, Karen B.; Race, Jeanne
This paper presents a general analysis of literature related to precollege social science education for the period 1955 to 1975. The study was part of a larger investigation of the literature on needs and practices in precollege science, mathematics, and social science education. Specific objectives of the social science portion of the study were to identify, analyze, and summarize the literature concerning the state of and trends in practices in precollege social science education, the effectiveness and efficiency of educational practices, and the state of and trends in perceptions of needs. Major sources of information included the ERIC data base, "Dissertation Abstracts,""Psychological Abstracts,""Education Index," reviews of research in social studies education, and other journals related to the social sciences. The report is presented in four major sections. Section I describes the state of social studies practices and changes over the 20 year period. Section II focuses on current educational practices in social studies. Section III describes literature that surveys needs in the social studies. Section IV examines the "new social studies." One-hundred-fifteen summary observations are listed at various points throughout the paper. These include the difficulty of obtaining a clear picture of patterns of actual classroom practices, teacher education practices, and needs. Particular problems are that very little research on effectiveness exists, there is difficulty in defining purposes and boundaries of social studies, and there are many differing perceptions of the "new social studies." (Author/DB)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Social Science Education Consortium, Inc., Boulder, CO.