Toward the development of a programmatic language for social studies curriculum and instruction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Lawrence Howard Simon (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Dale L. Brubaker

Abstract: The purpose of this study was to examine the problem of confusion over the meaning of social studies curriculum terminology, as well as to systematically develop, apply and validate an original conceptual framework for the field in an effort to bring clarity to selected terms. The conceptual framework consisted of a discussion of relevant curriculum considerations for each of five discrete "focal points" or traditions in the field of social studies curriculum: (1) factual subject matter, (2) the child, (3) the reflective inquiry process, (4) the structure of the social science disciplines and (5) socio-political involvement. The conceptual framework was used to generate sets of hypothetical definitions for perhaps the two most commonly used terms in the field of social studies curriculum: citizenship and inquiry. All definitions were discrete, and philosophically and pedagogically consistent with the identified premises of their respective "focal points" or traditions.

Additional Information

Language: English
Date: 1974
Social sciences $x Curricula
Social sciences $x Study and teaching
Social sciences $v Terminology

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