ERIC Number: ED317444
Record Type: RIE
Publication Date: 1990-Jan
Social Content and Higher Order Thinking.
History and the social sciences can be defined as recorded narratives or stories about the past or present that describe change and continuity over time and seek to explain this change and continuity through a series of cause and effect propositions based on evidence and shaped by the scholar's social frame of reference. In social studies there are several basic interrelated components of critical study involved in the construction and use of knowledge. At the most fundamental level of study, students conceptualize the people, setting, story, or context of the inquiry with which they are concerned. The second level of study deals with causality. Once students comprehend the setting of the inquiry, they must then inquire as to how and why the setting acquired its characteristics. At the third level, students inquire into the accuracy or validity of the explanations suggested at level two. The fourth and final level is concerned with creative extensions, that is, students' creative inquiry into new settings and issues. If students can be motivated and instructed to move comfortably through these four levels, they will have a better chance to develop higher order thinking abilities primarily because of the opportunity to study the nature of a discipline from several different perspectives. This experience should also enhance students' reasoning and thinking abilities as they encounter new disciplines, topics, problems, or issues. There are skills that can be taught within these four levels of inquiry, but a focus on skills per se may detract from the goal of developing social inquiry and higher order thinking. A 20-item bibliography is included. (JB)
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A