Instructional Elements Influencing Elementary Student Attitudes toward Social Studies

Bibliographic Data

ID11070410
AuthorsThomas M McGowan (Arizona State University, corresponding author), Alicia M Sutton (Indiana State University), Patricia Smith (0000-0003-0717-2967, Indiana State University), Patricia G Smith
Year1990
Volume18
Issue1
Pages37-52
Publication date1990-01-01
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.1990.10505603
OpenAlexW1974249822
LanguageEN
Citations received4
References cited9

Student antipathy toward social studies has concerned educators for decades. While causality studies suggest that the teacher is a prime determinant of social studies attitude, research has left a key issue unresolved. Can improvements in social studies attitude be linked to particular teaching practice? To respond to this question, a sixth-grade teacher was observed periodically for four months and intensively for two. Her lesson plans were categorized to determine the nature of activities she provided students. Results indicated that this teacher did improve class perceptions of social studies. Teaching style (how she treated students) more than strategy (her selection of method) seemed the crucial factor in her ability to improve social studies attitude. Her style featured nine elements: commitment to student learning, confidence, diversity, enthusiasm, fairness, formality, goal direction, praise and reinforcement, and support for the individual

Antipathy · Enthusiasm · Formality · Mathematics education · Pedagogy · Praise · Social studies · Teaching method · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology

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