Descriptor
| Behavioral Objectives | 6 |
| Experimental Curriculum | 6 |
| Social Studies | 6 |
| Community Resources | 4 |
| Concept Teaching | 4 |
| Field Instruction | 4 |
| Inquiry | 4 |
| Problem Solving | 4 |
| Curriculum Design | 3 |
| Models | 3 |
| Sequential Approach | 3 |
| More ▼ | |
Source
Publication Type
| Opinion Papers | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textSebolt, Alberta P. – 1969
The paper addresses itself to the R-L-L Curriculum Model as developed by this Title III ESEA Project. The elements of the model are described: 1) The educational purposes or objectives as defined within the scope of the basic activities of man; 2) The learning experiences necessary for the behavioral objectives stated in terms described by Mager;…
Descriptors: Behavioral Objectives, Community Resources, Concept Teaching, Curriculum Design
Clegg, Ambrose A., Jr.; Sebolt, Alberta P. – 1970
The purpose of this study was to develop evaluation procedures and to test the evidence of concept learning at various cognitive levels in an experimental social studies curriculum. A number of social science concepts relating to the use of natural resources were identified for use with Curriculum Model #1 on the Quabbin Reservoir system. A…
Descriptors: Behavioral Objectives, Cognitive Processes, Community Resources, Concept Formation
Ediger, Marlow – 1976
Part 1 of this paper discusses contributions made by diverse schools of thought in the philosophy of education to the development of a relevant social studies curriculum. The relevance of major philosophical approaches to teaching and learning is considered in light of the approaches' influences on instructors' teaching styles and students'…
Descriptors: Behavioral Objectives, Curriculum Development, Decision Making, Educational Philosophy
Sebolt, Alberta P.; Clegg, Ambrose A., Jr. – 1969
In the planning phase of this ESEA Title III Project, a learning unit was developed to serve as an outline for the first draft of the model. The field-lab approach is stressed in the belief that the "real world" offers a unique learning opportunity, since it includes the "how" of living as well as the inquiry process of…
Descriptors: Behavioral Objectives, Community Resources, Concept Teaching, Curriculum Design
Sebolt, Alberta P.; And Others – 1969
The major reason for using the outdoor history museum as a field laboratory is to provide for small in depth studies of "real life" problems relevant for today's students. An authentic New England village of 1790-1840 provides the background for the sequential development of various concepts in the social studies learning unit. Concepts are…
Descriptors: Behavioral Objectives, Community Resources, Concept Teaching, Curriculum Design
National Association of Secondary School Principals, Reston, VA. – 1976
Eight social studies programs in Illinois, Indiana, Wisconsin, New York, and Virginia are described which offer high school students an opportunity to study the history of the United states using innovative, nontraditional approaches. The content of the eight courses is outlined and discussed in terms of objectives, teacher rationale in designing…
Descriptors: Behavioral Objectives, Course Content, Course Descriptions, Curriculum Development
