ERIC Number: EJ1105027
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Teaching Social Studies/History to Elementary School Students through a Discipline-Specific Approach
Brugar, Kristy A.
Journal of Education, v196 n2 p101-114 2016
This mixed methods study explored students' learning following an intervention unit, which focused on discipline-specific practices in elementary social studies/history. The research questions were: To what extent does students' learning in social studies/history change following their participation in a unit emphasizing disciplinary-specific practices?; and How does their learning compare to students who learn the same content without this approach? Two fifth-grade teachers in a low socioeconomic district taught a disciplinary unit, and a third fifth-grade teacher in the same district taught the same content using a transmission approach. All students performed similarly on the pre-assessment. The students in the experimental classrooms were shown to have made greater gains and also, demonstrated disciplinary-specific practices. Implications for social studies/history and literacy instruction are described.
Descriptors: Social Studies, History Instruction, Elementary School Students, Teaching Methods, Mixed Methods Research, Learning Processes, Intellectual Disciplines, Elementary School Teachers, Grade 5, Low Income Students, School Districts, Interdisciplinary Approach, Student Evaluation, Pretests Posttests, Experimental Groups, Achievement Gains
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: firstname.lastname@example.org; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A