NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED455137
Record Type: Non-Journal
Publication Date: 1999-Nov-19
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
It Threw Me for a Loop! Preservice Teachers' Reactions to Issues-Centered Social Studies in the Primary Grades.
Koeppen, Kim E.
Issues-centered curriculum is an anomaly within the social studies classroom, most often overshadowed by the dominant framework that includes teacher-centered, textbook-driven, subject-focused lessons. An instructor of social studies methods chose to break with the content-dominant tradition and introduce issues-centered social studies to the preservice teachers in an early childhood methods course. This paper describes an action research study in which a primary grades social studies methods course with an emphasis on issues-centered curriculum, was designed and the primary preservice teachers' (n=27) reactions to issues-centered social studies were examined at the end of the semester. Teachers are often uncomfortable broaching issues, which can be controversial, with their young students. Others question whether children possess the skills traditionally equated with critically analyzing information surrounding issues. At the course's end, all of the preservice teachers expressed initial feelings of being overwhelmed with the idea of creating an issues-centered social studies unit for the primary grades. Even so, all but three of them had a positive, albeit reserved, reaction as they reflected on their experiences. There was a strong inclination to view issues-centered social studies as a means for motivating students to learn. Some, however, saw this approach as inappropriate for use in the primary grades. (Contains 29 references.) (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A