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ERIC Number: EJ1149200
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: EISSN-2327-3585
Theoretical Cognitive Principles Observed in the Social Studies Classroom
Walker, Juan; Langan, Elise; Kemp, Andrew; Pagnotti, John; Russell, William
Journal of International Social Studies, v6 n1 p143-159 2016
Pre-service elementary social studies teachers in the south eastern United States participated in a mixed methods study to determine the degree to which they utilized critical thinking skills. Insight Assessments administered analysis of their reflections, critical thinking skills, and dispositions test. The researchers developed a post survey for the study based on Paul and Elder's (2009) work. Pre-service teachers initially believed that their critical thinking abilities were above average; however, after taking the skills and dispositions test and receiving feedback on their reflections, they developed a new appreciation and understanding of the components of critical thinking. They also made a commitment to help their future students develop their critical thinking skills. This study addresses the need to consider how our pre-service teachers think about their practice, how to help them think more critically, and how to help them teach critical thinking skills when they become teachers.
International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: California Critical Thinking Disposition Inventory; California Critical Thinking Skills Test (College)
Grant or Contract Numbers: N/A