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ERIC Number: ED361277
Record Type: RIE
Publication Date: 1993-Sep
Pages: 20
Abstractor: N/A
Issues in the Social Studies Curriculum.
Ediger, Marlow
Teachers, principals, and supervisors need to study, analyze, and appraise relevant issues in the social studies curriculum. This paper identifies different issues that can be considered in social studies, and points out the reasons for and against utilizing the different instructional materials, teaching methods, educational objectives, and curriculum decisions. The first issue discussed is the use of textbooks as the primary instructional material. Advantages of using texts include the time writers have spent selecting the content, the convenience of using a prepared teachers manual, and an adequately controlled vocabulary. Other issues include using content from the structure of knowledge, inductive versus deductive teaching, using affective objectives, using workbooks, and using programmed materials. Using criterion referenced tests is discussed as an issue. It is suggested as an unbiased approach to evaluate learner progress, but may not measure relevant learning such as developing significant attitudes. The suggestion is made that processes are more complex to measure in terms of learner achievement than are final products. Processes in teaching-learning situations include critical thinking, valuing, problem solving, decision making, hypothesizing, and research. Selecting objectives can be an issue in that there is disagreement over who is best suited to select learning objectives and the means of learning: pupils, teachers, or the state. Additional issues discussed are career education, emphasis on the basics, and learning centers in the classroom. Ultimately, based on knowledge, selected trends in the social studies curriculum need implementation. (DK)
Publication Type: Opinion Papers
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A