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Fostering Constructivist Communities of Learners in the Amalgamated Multi-Discipline of Social Studies
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Fostering Constructivist Communities of Learners in the Amalgamated Multi-Discipline of Social Studies

Author: Heinrich Mintrop
Publisher: Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Edition/Format: Article Article : English
Publication:Journal of Curriculum Studies, v36 n2 p141-158 Mar-Apr 2004
Other Databases: WorldCatWorldCat
Summary:
This paper shows how the knowledge structures and traditions of the amalgamated multi-discipline of social studies at once help and hinder the use of constructivist instructional models. I interpret the planning process of two "Fostering a Community of Learners" units and examine how these two units are implemented by four teachers, given their domain-specific knowledge and modes of thinking. The data suggest that  Read more...
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Details

Document Type: Article
All Authors / Contributors: Heinrich Mintrop
ISSN:0022-0272
Language Note: English
Unique Identifier: 425911375
Awards:
Description: 18

Abstract:

This paper shows how the knowledge structures and traditions of the amalgamated multi-discipline of social studies at once help and hinder the use of constructivist instructional models. I interpret the planning process of two "Fostering a Community of Learners" units and examine how these two units are implemented by four teachers, given their domain-specific knowledge and modes of thinking. The data suggest that the pragmatism of social studies, as well as the idea of multiple perspectives constituting social scientific and social studies knowledge, makes this field a prime candidate for constructivist modes of thinking and the design of expert and jigsaw sequences. But the weak relationship of the subject to referent disciplines and the pragmatic reliance on proven activities makes for weak conceptual synthesis in the teaching units.

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