NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1249464
Record Type: Journal
Publication Date: 2020
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1191-162X
Explicit and Implicit Social Studies: Exploring the Integration of Social Studies Experiences in Two Elementary Classrooms
Brugar, Kristy A.; Whitlock, Annie McMahon
Canadian Social Studies, v51 n1 p2-21 2020
This study explores how two elementary teachers (first and fifth grades) integrated social studies content and skills throughout their school day. More specifically, we describe and explain their social studies instruction in terms of integration as it reflects fractured, healthy, and stealthy integration (Hinde, 2015). As researchers, we spent time in two classrooms documenting the explicit and implicit social studies instruction and the interactions of teachers and students. We found examples of fractured, healthy, and stealthy integration with most instances occurring throughout the school day but with varying degrees of transparency. This study provides insight to what is taught as elementary social studies and the study contributes to our understanding of how social studies is taught in elementary classrooms with implications for future research and teacher practice.
University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A