Reviews the research and writing of several authors who advocated intellectual reflectivity as either a major goal or method of social studies. Analyzes the practical constraints which tended to prevent schools and teachers from adopting reflectivty and makes recommendations for increasing teachers' acceptance of reflectivity. (JDH)

The article uses Jean Piaget's theory of four stages of intellectual growth to describe (1) developmental aspects of the six- to seven-year-old child which are pertinent to the teaching of social studies and (2) a social studies program which teaches rational thinking. (Author/KC)

Describing key instructional elements in each of Gagne's five categories of learning objectives, this article outlines numerous teaching strategies drawing illustrations from the social studies area. Also outlined are 10 steps to achieve multiple objectives and reduce problems of matching objectives, learning modes, and teaching strategies. (SB)

THE DEVELOPMENT OF THOUGHT PROCESSES UNDER OPTIMUM TRAINING CONDITIONS WAS STUDIED. OPTIMUM WAS DEFINED TO INCLUDE (1) A CURRICULUM FOR THE DEVELOPMENT OF THOUGHT, (2) TEACHING STRATEGIES FOCUSED DIRECTLY ON MASTERY OF NECESSARY COGNITIVE SKILLS, AND (3) A SUFFICIENT TIME SPAN TO PERMIT A DEVELOPMENTAL TRAINING SEQUENCE. CHILDREN FROM 20…

A model for the development of elementary and secondary instructional materials covering the broad range of intellectual skills is presented. The document is a result of a search to identify and evaluate existing instructional materials, classification schemes, models, hierarchies, and taxonomies of cognition. It is presented in four sections.…

Maintains that music teachers can develop interdisciplinary curricula without sacrificing the integrity of their own discipline by focusing on conceptual (rather than content) connections. Recommends focusing on instructional priorities, curricular appropriateness, and conceptual understanding when planning an interdisciplinary curriculum. Briefly…

Describes criteria for authentic intellectual achievement in social studies, as well as the assessment and instruction tasks necessary to achieve these criteria. Emphasizes the importance of the construction of knowledge, disciplined inquiry, and the development of qualities of reasoning that have value outside school. (MJP)

Uses test questions from the Basic Economics Test (BET) to reveal that elementary students are capable of understanding economics concepts. Maintains that neither ethnic background nor parental income makes a difference in economic learning. The most statistically significant determinant of improved scores was the extent to which a concept was…