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Higher-order thinking in social stud...

Nuss, Shirley Ann.

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Higher-order thinking in social studies: An examination of related pedagogy for high school seniors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Higher-order thinking in social studies: An examination of related pedagogy for high school seniors./
Author:	Nuss, Shirley Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
Description:	275 p.
Notes:	Source: Dissertations Abstracts International, Volume: 53-03, Section: A.
Contained By:	Dissertations Abstracts International53-03A.
Subject:	Curricula. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9117851
ISBN:	9798672182469

Higher-order thinking in social studies: An examination of related pedagogy for high school seniors.
Nuss, Shirley Ann.

Higher-order thinking in social studies: An examination of related pedagogy for high school seniors. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 275 p.

Source: Dissertations Abstracts International, Volume: 53-03, Section: A.

Thesis (Ph.D.)--Michigan State University, 1990.

This item must not be sold to any third party vendors.

My purpose in this study was to answer the main research question: How is higher-order thinking fostered in the high school social studies classroom, and what teacher thought processes influence the pedagogy? I attempted to find an answer to the main research question by asking the following supporting research questions: What type of pedagogy and strategies foster higher-order thinking? How does the teacher perceive teaching social studies? How does the teacher deal with learning dispositions (mastery, performance)? How do sociopolitical contexts influence this teacher's pedagogy? Field research and participant observation were used to gain insight into pedagogy and student reactions. The study setting was a private midwestern prep school of 684 students. The teacher observed was a 25-year veteran of the school, chairman of the History Department, and a teacher identified as committed to higher-order thinking. The course was a semester course entitled "America in the Sixties and Seventies." Study findings indicated the importance of teacher beliefs and theories in teaching higher-order thinking. Essential is a commitment to student-centered instruction to foster higher-order thinking consistent with teacher beliefs about knowledge/learning. In addition, a teacher should value content to provide a framework on which to build these thinking skills. The student must see the need of learning for oneself, rather than going for the "grade"; however, these dispositions can often come into conflict within the "role" of the student. Evaluation to promote higher-order thinking has to address content but not inhibit student-centered learning. Depth of content coverage has to take priority over breadth of coverage, with the freedom to explore topics of student interest. Sociopolitical contexts can influence teaching practices, and it is important for a school/teacher to identify these contexts and seek their input. Finally, this study recognizes the importance of studying and observing teacher "practice" to gain insights into the process of education. Through the eyes of the participants in the classroom, the researcher can see the reality of the classroom to find answers to many unanswered questions.

ISBN: 9798672182469Subjects--Topical Terms:

3422445
Curricula.

Higher-order thinking in social studies: An examination of related pedagogy for high school seniors.
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300 $a 275 p.
500 $a Source: Dissertations Abstracts International, Volume: 53-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--Michigan State University, 1990.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a My purpose in this study was to answer the main research question: How is higher-order thinking fostered in the high school social studies classroom, and what teacher thought processes influence the pedagogy? I attempted to find an answer to the main research question by asking the following supporting research questions: What type of pedagogy and strategies foster higher-order thinking? How does the teacher perceive teaching social studies? How does the teacher deal with learning dispositions (mastery, performance)? How do sociopolitical contexts influence this teacher's pedagogy? Field research and participant observation were used to gain insight into pedagogy and student reactions. The study setting was a private midwestern prep school of 684 students. The teacher observed was a 25-year veteran of the school, chairman of the History Department, and a teacher identified as committed to higher-order thinking. The course was a semester course entitled "America in the Sixties and Seventies." Study findings indicated the importance of teacher beliefs and theories in teaching higher-order thinking. Essential is a commitment to student-centered instruction to foster higher-order thinking consistent with teacher beliefs about knowledge/learning. In addition, a teacher should value content to provide a framework on which to build these thinking skills. The student must see the need of learning for oneself, rather than going for the "grade"; however, these dispositions can often come into conflict within the "role" of the student. Evaluation to promote higher-order thinking has to address content but not inhibit student-centered learning. Depth of content coverage has to take priority over breadth of coverage, with the freedom to explore topics of student interest. Sociopolitical contexts can influence teaching practices, and it is important for a school/teacher to identify these contexts and seek their input. Finally, this study recognizes the importance of studying and observing teacher "practice" to gain insights into the process of education. Through the eyes of the participants in the classroom, the researcher can see the reality of the classroom to find answers to many unanswered questions.
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