A conceptual framework for elementary social studies curriculum and instruction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jo Watts Williams (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Dale L. Brubaker

Abstract: It was the purpose of this study to build a conceptual framework for defining, clarifying, and understanding social studies curriculum and instruction. Through a systematic search of the literature surrounding the field of social studies education, five conceptually distinct traditions within the social studies have been identified, and these traditions comprise a comprehensive, consistent framework which will assist in bringing conceptual clarity to the field of study. The five traditions comprising the framework are: (1) Social Studies as Knowledge for the Sake of Knowledge, (2) Social Studies in the Child-Centered Tradition, (3) Social Studies as Reflective Inquiry, (4) Social Studies as Structure of the Disciplines, and (5) Social Studies as Socio-Political Involvement.

Additional Information

Language: English
Date: 1973
Social sciences $x Study and teaching (Elementary) $x Curricula
Social sciences $x Study and teaching (Elementary)

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