NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1034994
Record Type: Journal
Publication Date: 2014
Pages: 3
Abstractor: As Provided
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0013-1172
Teaching Social Studies Indepth
Ediger, Marlow
Education, v134 n4 p559-561 Sum 2014
Social studies, too frequently, is taught in a survey approach whereby pupils obtain subject matter in a shallow manner. Forgetting and hazy recalls are typical of this procedure of instruction. Covering many topics in a relatively short period of time does not make for achievement which is long-lasting. Then too, selected pupils might be left behind in the hastening process. It takes time for content to soak in. Reflection, also, is necessary for pupils to make use of knowledge and skills when rehearsing what has been learned previously. Reflecting might emphasize the recollection of questions and problems over the previous lessons covered, resulting a more indepth procedure of instruction. Thus, learnings acquired lead in the direction of knowledge and skills being taught by using different methods, from deductive to inductive procedures, or utilization of concrete and semi-concrete materials of teaching (Ediger and Rao, 2012).
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A