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Full-Text Articles in Education
Maximizing Learning And Engaging Students In Elementary Social Studies, Autumn Handin, Jessica Leeman
Maximizing Learning And Engaging Students In Elementary Social Studies, Autumn Handin, Jessica Leeman
Journal of Practitioner Research
Social studies has historically been marginalized in elementary school classrooms, with little instructional time devoted to the subject (Houser, 1995; VanFossen, 2005). Pressed for time, teachers frequently turn to teacher-directed methods that promote passive learning and perpetuate the perception that social studies is a boring and irrelevant subject in the lives of students (Zaho & Hoge, 2005). If social studies instruction is to be meaningful, teachers must utilize active learning strategies that encourage social interaction and discourse. Brain-based learning strategies connect pedagogy with cognitive neuroscience, allowing students to “learn more quickly, retain and recall more, and enjoy learning” (Kagan, 2016, …
Social Studies In The Elementary Classroom: Helping Students Make Sense Of Their World, Lauren Clark, Angela Hooser
Social Studies In The Elementary Classroom: Helping Students Make Sense Of Their World, Lauren Clark, Angela Hooser
Journal of Practitioner Research
This paper documents my journey as a preservice teacher engaging in practitioner inquiry to make social studies more meaningful for my first grade students. I begin by briefly introducing my background with social studies as an elementary student and my growing interest in making improvements to my own social studies instruction. Next, I provide information on the data I collected and the social studies lessons that I designed and taught. Then, I discuss three themes identified from the data that encapsulate the most important learning related to planning and engaging students in meaningful social studies lessons. Finally, I share reflections …
Voices Of Cooperating Teachers And Preservice Teachers: Implications For Elementary Social Studies Education, Mary Beth Henning, Eiu-Kyung Shin
Voices Of Cooperating Teachers And Preservice Teachers: Implications For Elementary Social Studies Education, Mary Beth Henning, Eiu-Kyung Shin
The Councilor: A National Journal of the Social Studies
Examining the current beliefs and practices of elementary social studies teachers and preservice teachers suggests that there are similarities and differences between how they perceive their roles as curricular-instructional gatekeepers (Thornton, 1991). Using both survey data and focus groups, cooperating teachers describe their contemporary elementary social studies teaching practices as a blend of stand-alone activities and integrated instruction. Elementary teachers recommend more hands-on activities and literacy development strategies be taught in social studies methods classes. Preservice teachers also reported their preferred teaching practices and rationales in social studies, showing some significant differences from cooperating teachers.