Exposes erroneous ideas related to the use of databases for teaching thinking skills. Reviews the importance of databases for teaching social studies; describes the teacher's role in helping students use databases; discusses effective teaching strategies; and outlines what is needed to teach thinking skills. (Author/LS)

The report describes and evaluates the use of a set of learning tools called database managers and their creation of databases to help teach problem solving skills in social studies. Details include the design, building, and use of databases in a social studies setting, along with advantages and disadvantages of using them. The three types of…

Discusses the use of computerized databases in instructional settings. Provides examples of how such instructional databases could be accessed directly by students. Lists some commercially available databases, distinguishing between their type, computer compatability, price, grade level, and their general searching abilities. (TW)

The database management system or computerized database is an important tool for teaching thinking in the social studies. But what the teacher does to teach the student about databases, to use prepared databases, to organize their data, to direct their research, and to draw conclusions using this teaching device is just as important. The Direct…

Computers can be used in a variety of ways in the social studies classroom: (1) as a productivity tool to relieve the teacher of the many bookkeeping tasks and allow for more time to be spent on instructional tasks; (2) in business applications such as data base files, electronic spreadsheets, word processing, computer graphics, and to store large…

The goal of this paper is to examine some erroneous ideas about teaching thinking skills and the use of computer tools, especially databases. The paper reviews: (1) the importance of databases to the teaching of social studies; (2) the teacher's role in aiding students to develop and use databases; (3) the reintroduction of effective teaching…

Observes that preparing and searching a database will help students analyze, synthesize, and evaluate data, but stresses the need to distinguish between teaching how to process information and how to think. Sees the database as a tool in teaching social studies but maintains that the primary goal is to teach thinking skills. (CH)

Presents a sampling of available ERIC documents and journal articles about Islam. Includes brief descriptions of each of the 10 items and an explanation of how to find the materials. (DK)

This paper examines the use of the computer as a mediating device and explores its influence on the social studies curriculum. A variety of software uses are analyzed, including drill and practice, tutorials, computerized databases, and simulations. The possible effects these uses can have are examined in terms of two views of social studies…

Computer simulations can be used in social studies to analyze problems by using a representation or model of a situation and then exercising the model to see how it behaves under different circumstances. Utilizing available computer programs, students can also build and use social studies data bases. (RM)

Describes some of the items produced by and about the United Nations in a number of subject areas. Includes teacher's kits, posters, flags, books, booklets, data base information, and videotape recordings. Provides information of interest for teachers concerning each item and some designations of age appropriateness. Gives addresses for obtaining…

Describes a geography lesson that computer and social studies teachers present together to teach elementary and secondary school students about computers and help them place the technology in a social context. (MBR)

Examines the use of databases for social studies. Provides a rationale for database use in light of social studies goals, contending that processing large amounts of information is essential for effective citizenship. Offers suggestions for integrating databases into the social studies classroom, and provides substantial lists of readily…

First-hand accounts of what teachers have done with students and computers in their classrooms, how students have responded, and what and how teachers have learned from these experiences are discussed in the 19 articles in this book. The articles are presented under these headings: (1) teaching writing with word processors; (2) learning to inquire…

Describes results of a study of how eight social studies teachers use computer databases in social studies instruction. Examines how students employ the databases in problem solving, what they learn, and what factors held and hinder the process. Discusses the effects of time constraints, prior student knowledge, cooperative learning, and…