Teaching Higher-Order Thinking in Social Studies: The Role of Content Coverage and Intellectual Challenge
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| Title: | Teaching Higher-Order Thinking in Social Studies: The Role of Content Coverage and Intellectual Challenge |
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| Language: | English |
| Authors: | Peter Nicolai Aashamar (ORCID |
| Source: | Journal of Social Science Education. 2024 23(1). |
| Availability: | Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Social Studies, Classroom Environment, Thinking Skills, Course Content, Teaching Methods, Learner Engagement, Cultural Context, Secondary Education, Teacher Effectiveness, Difficulty Level, Lesson Observation Criteria, Concept Teaching |
| Geographic Terms: | Denmark, Norway, Sweden |
| ISSN: | 1611-9665 1618-5293 |
| Abstract: | Purpose: The aim of this study was to explore opportunities to develop higher-order thinking for students in social studies, with a focus on teachers' content coverage and support for engaging in social studies analysis. Design/methodology/approach: A video study using naturalistic classroom observations of 80 social studies lessons was conducted in Denmark, Norway, and Sweden using a predefined observation manual. Findings: The findings showed different patterns of emphasis on content coverage and intellectually demanding analyses across classrooms in Denmark, Norway, and Sweden. Practical implications: The findings contribute empirical knowledge about naturally occurring classroom practices that can be used for professional development. They also highlight how contextual factors may influence teaching in social studies. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1429294 |
| Database: | ERIC |
| Abstract: | Purpose: The aim of this study was to explore opportunities to develop higher-order thinking for students in social studies, with a focus on teachers' content coverage and support for engaging in social studies analysis. Design/methodology/approach: A video study using naturalistic classroom observations of 80 social studies lessons was conducted in Denmark, Norway, and Sweden using a predefined observation manual. Findings: The findings showed different patterns of emphasis on content coverage and intellectually demanding analyses across classrooms in Denmark, Norway, and Sweden. Practical implications: The findings contribute empirical knowledge about naturally occurring classroom practices that can be used for professional development. They also highlight how contextual factors may influence teaching in social studies. |
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| ISSN: | 1611-9665 1618-5293 |
