ERIC Number: ED315351
Record Type: RIE
Publication Date: 1989-Nov-10
Reference Count: 0
Problem Solving in Social Studies: Concepts and Critiques.
Van Sickle, Ronald L.; Hoge, John D.
Recent developments in the field of cognitive psychology, particularly in the area of information processing, have shed light on the way people think in order to make decisions and solve problems. In addition, cooperative learning research has provided evidence of the effectiveness of cooperatively structured group work aimed at problem solving. This paper identifies concepts and findings in the fields of cognitive psychology and cooperative learning relevant to teaching and learning higher-cognitive thinking skills. Special reference is made to a study by Voss, Greene, Post, and Penner (1983) that focuses on political-economic problem solving. Implications are derived from the research to use as criteria for evaluating instructional programs intended to teach students to reason with historical and social scientific knowledge. Particular attention is given to the roles of domain-specific knowledge, including cognitive schemata and metacognitive knowledge in the problem solving performance of expert and novice problem solvers. Three models for teaching students intellectual skills in the social studies curriculum are critiqued with the criteria. The three instructional models are the "jurisprudential approach" to teaching public issues in the classroom (Oliver & Shaver, 1966; Newmann & Oliver, 1970), Beyer's (1987; 1988) thinking skills program, and the economic reasoning model recommended by the Joint Council on Economic Education (Saunders et al., 1984). A 28-item bibliography and two figures are included. (JB)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (69th, St. Louis, MO, November 10, 1989).