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ERIC Number: ED431692
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 53
Abstractor: N/A
Reference Count: N/A
Concept- and Strategic-Knowledge Development in Historical Study: A Comparative Exploration in Two Fourth-Grade Classrooms.
VanSledright, Bruce A.
A study addressed the questions of what teachers and students do with background-concept questions in historical study, and how these questions are connected (or not) to the teaching of foreground concepts. If teachers borrow and teach reading-language arts research strategies (strategic knowledge) and integrate them into historical study, does this matter to students' historical concept- and strategic-knowledge development, and if so, how? The study addressed these questions by exploring them in the context of two fourth-grade classrooms where students were studying state history. Teachers were interviewed informally before the unit to obtain a sense of the unit's direction and time frame, and throughout the unit as an effort to understand what they were doing and why on a lesson-to-lesson basis. The growth of social studies concept knowledge, and especially strategic knowledge, suggests considerable promise for future efforts to bring reading, language arts, and conceptual domains such as history together in an integrated curriculum. Contains 4 figures, 3 tables of data, and 18 references. (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Maryland