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Teacher Candidate Learning of Interdisciplinary Controversial Issues: Linking Social Studies and Science in the Elementary School Curriculum

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Title: Teacher Candidate Learning of Interdisciplinary Controversial Issues: Linking Social Studies and Science in the Elementary School Curriculum
Language: English
Authors: Brandon M. Butler, Stephen R. Burgin, Mark M. Diacopoulos (ORCID 0000-0002-1861-8787), William J. McConnell
Source: Action in Teacher Education. 2025 47(1):20-45.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Social Studies, Controversial Issues (Course Content), Elementary School Teachers, Teacher Education Programs, Pedagogical Content Knowledge, Teaching Methods, Science Education, Interdisciplinary Approach, Preservice Teachers, Attitude Change, Student Attitudes, Curriculum Development
Geographic Terms: Virginia
DOI: 10.1080/01626620.2024.2368503
ISSN: 0162-6620
2158-6098
Abstract: Teaching controversial issues poses challenges for teacher candidates, stemming from apprehensions about potential backlash and gaps in content and pedagogical knowledge. The prevailing emphasis on tested subjects such as mathematics and reading/writing in elementary school education often sidelines social studies and science, limiting opportunities for candidates to engage with these disciplines and their associated instructional strategies, including addressing controversial topics. Integrating social studies and science with other subject areas emerges as a viable approach to ensure comprehensive education. Teacher education coursework serves as a vital platform for exposing educators to interdisciplinary curriculum design and implementation. Such exposure prompts teacher candidates to reevaluate their preconceptions and practices concerning controversial issues. This article examines teacher candidate learning, contextualized within Interdisciplinary Pedagogical Content Knowledge (IPCK), during a two-week unit on interdisciplinary instruction that integrates social studies and science through controversial topics across two semesters of elementary school social studies and science methods courses. While findings reveal a perceptible shift in attitudes toward teaching controversy, the limited exposure to such issues in prior educational experiences impedes candidates' ability to develop curricula reflective of this evolving perspective.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470386
Database: ERIC
FullText Text:
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  Data: Teacher Candidate Learning of Interdisciplinary Controversial Issues: Linking Social Studies and Science in the Elementary School Curriculum
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  Data: <searchLink fieldCode="AR" term="%22Brandon+M%2E+Butler%22">Brandon M. Butler</searchLink><br /><searchLink fieldCode="AR" term="%22Stephen+R%2E+Burgin%22">Stephen R. Burgin</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+M%2E+Diacopoulos%22">Mark M. Diacopoulos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1861-8787">0000-0002-1861-8787</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+J%2E+McConnell%22">William J. McConnell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Action+in+Teacher+Education%22"><i>Action in Teacher Education</i></searchLink>. 2025 47(1):20-45.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
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  Group: Src
  Data: 26
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Controversial+Issues+%28Course+Content%29%22">Controversial Issues (Course Content)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
– Name: DOI
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  Data: 10.1080/01626620.2024.2368503
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  Data: 0162-6620<br />2158-6098
– Name: Abstract
  Label: Abstract
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  Data: Teaching controversial issues poses challenges for teacher candidates, stemming from apprehensions about potential backlash and gaps in content and pedagogical knowledge. The prevailing emphasis on tested subjects such as mathematics and reading/writing in elementary school education often sidelines social studies and science, limiting opportunities for candidates to engage with these disciplines and their associated instructional strategies, including addressing controversial topics. Integrating social studies and science with other subject areas emerges as a viable approach to ensure comprehensive education. Teacher education coursework serves as a vital platform for exposing educators to interdisciplinary curriculum design and implementation. Such exposure prompts teacher candidates to reevaluate their preconceptions and practices concerning controversial issues. This article examines teacher candidate learning, contextualized within Interdisciplinary Pedagogical Content Knowledge (IPCK), during a two-week unit on interdisciplinary instruction that integrates social studies and science through controversial topics across two semesters of elementary school social studies and science methods courses. While findings reveal a perceptible shift in attitudes toward teaching controversy, the limited exposure to such issues in prior educational experiences impedes candidates' ability to develop curricula reflective of this evolving perspective.
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  Data: 2025
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  Data: EJ1470386
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        Value: 10.1080/01626620.2024.2368503
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      – Text: English
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      – SubjectFull: Controversial Issues (Course Content)
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Attitude Change
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Virginia
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