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| Edgington, William D. | 1 |
| Giannangelo, Duane M. | 1 |
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| Tirrell, Raymond F. | 1 |
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| Journal Articles | 5 |
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| Reports - Descriptive | 2 |
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Peer reviewedTirrell, Raymond F. – Social Science Record, 1984
How secondary social studies teachers can teach concepts through the skills of categorizing and generalizing is discussed. (RM)
Descriptors: Classification, Concept Formation, Concept Teaching, Generalization
Peer reviewedJarolimek, John – Social Studies and the Young Learner, 1991
Discusses issues and problems concerning concept development among students in elementary social studies programs. Suggests good teaching uses analogies and metaphors to facilitate learning. Recommends illustrating key concepts through myths, fables, and parables. Argues that using stories that show how things work allows students to apply the…
Descriptors: Concept Formation, Concept Teaching, Elementary Education, Experiential Learning
Peer reviewedGiannangelo, Duane M.; McGhee, Larry E. – Journal of the Middle States Council for the Social Studies, 1992
Contends social studies is an exciting, relevant aspect of the curriculum, but it is often presented in a mundane and dated fashion. Reviews research on instructional processes and recommends teaching generalizations based on concepts grounded in fact. (CFR)
Descriptors: Cognitive Processes, Concept Formation, Concept Teaching, Curriculum Development
Peer reviewedMcKinney, C. Warren; Edgington, William D. – Social Studies, 1997
Defines a generalization as "a descriptive statement of broad application indicating a relationship between two or more concepts." Argues that successful teaching about generalizations can only occur when students understand the relationship between concepts and facts. Discusses four issues and four approaches related to teaching…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Cognitive Structures
Peer reviewedConnor, Mary E. – Social Education, 1997
Recommends organizing U.S. history courses around central ideas rather than chronological periods. Argues that this method affords a better grasp of the principal developments in the nation's history by treating issues in depth. Lists eight broad themes around which a U.S. history course can be constructed. (MJP)
Descriptors: Concept Teaching, Course Content, Critical Thinking, Curriculum Design
