Primary-Grade Students' Knowledge and Thinking about Native American and Pioneer Homes

Datos Bibliográficos

ID11070552
AutoresJere Brophy (Michigan State University, autor de correspondencia), Janet Alleman (Michigan State University)
Año2000
Volumen28
Número1
Páginas96-120
Fecha de publicación2000-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory & Research in Social Education (JOURNAL)
Identificadores de la revistaISSN: 0093-3104 • E-ISSN: 2163-1654
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.2000.10505899
OpenAlexW2058022246
IdiomaEN
Citas recibidas2
Referencias citadas6

The traditional K-3 social studies curriculum has focused on cultural universals, including shelter. To gather information about children's prior knowledge and thinking (including misconceptions) about historical aspects of this topic, individual interviews were conducted with 216 K-3 students, stratified according to grade, socioeconomic status, achievement level, and gender. Analyses indicated that the students could describe certain formal aspects of Native American and pioneer homes, but they did not understand much about the historical, geographical, or cultural reasons for differences in housing styles. Advances in accuracy and completeness of knowledge were observed as students progressed through the K-3 range. Relationships with SES level, achievement level, and gender were much weaker and usually not statistically significant. Findings are discussed with respect to the nature and extent of K-3 students' knowledge about Native American and pioneer homes and ways in which this knowledge might be taken into account in planning instruction on the topic

Curriculum · Knowledge level · Mathematics education · Pedagogy · Population · Social science · Social studies · Socioeconomic status · Sociology · Demography · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Indigenous and Place-Based Education · Psychology