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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
Language: English
Authors: Peter Nicolai Aashamar (ORCID 0000-0001-8533-2220), Kirsti Klette, Anders Stig Christensen (ORCID 0000-0002-4935-901X)
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Teaching Higher-Order Thinking in Social Studies: The Role of Content Coverage and Intellectual Challenge
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  Data: <searchLink fieldCode="AR" term="%22Peter+Nicolai+Aashamar%22">Peter Nicolai Aashamar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8533-2220">0000-0001-8533-2220</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kirsti+Klette%22">Kirsti Klette</searchLink><br /><searchLink fieldCode="AR" term="%22Anders+Stig+Christensen%22">Anders Stig Christensen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4935-901X">0000-0002-4935-901X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Science+Education%22"><i>Journal of Social Science Education</i></searchLink>. 2024 23(1).
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Observation+Criteria%22">Lesson Observation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Teaching%22">Concept Teaching</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Denmark%22">Denmark</searchLink><br /><searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink><br /><searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Cultural Context
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      – SubjectFull: Secondary Education
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      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Lesson Observation Criteria
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      – SubjectFull: Concept Teaching
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      – SubjectFull: Denmark
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      – SubjectFull: Norway
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      – SubjectFull: Sweden
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      – TitleFull: Teaching Higher-Order Thinking in Social Studies: The Role of Content Coverage and Intellectual Challenge
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