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Ramsay, Diane – Learning, 1992
Presents activities to help elementary students learn to interpret history. Using the voyage of Columbus, students can learn how history is written, what a historian's job is, and why it is important to analyze more than one point of view. The activities also teach students to understand historical symbols. (SM)
Descriptors: Class Activities, Creative Teaching, Elementary Education, History Instruction
Peer reviewedChinn, Clark A.; Malhotra, Betina A. – Journal of Educational Psychology, 2002
Four experiments with 4th, 5th, and 6th graders addressed conceptual change in response to anomalous data about empirical regularities in science. Impedance to conceptual change in response to anomalous data could potentially occur at any of four cognitive processes: observation, interpretation, generalization, or retention. In the four…
Descriptors: Cognitive Processes, Elementary Education, Elementary School Students, Generalization
Download full textNichols, Teresa M. – 1993
This study sought to determine the effects of the Junior Great Books program on the higher level thinking skills of gifted/able learners and on interpretive reading skills development. Three groups of students were observed. They consisted of 83 elementary students in 2 experimental groups, all of whom participated in a Junior Great Books program,…
Descriptors: Childrens Literature, Elementary Education, Elementary School Students, Gifted
Peer reviewedKirman, Joseph M. – Social Education, 1991
Argues that exposing children to some of Lawrence Kohlberg's moral dilemmas, such as Helga's dilemma, may be pedagogically unsound at the elementary-school level. States sample responses provided are inappropriate, rigid, and self-righteous. Provides 10 reasons why this dilemma and its designated responses are of questionable morality. Claims…
Descriptors: Critical Thinking, Decision Making Skills, Developmental Stages, Educational Theories
Peer reviewedLevstik, Linda S. – Social Studies and the Young Learner, 1989
Reviews research on elementary school students' capacity for historical understanding. Suggests Piagetian theory is not applicable to historical thinking. Considers teaching approaches for developing elementary history instruction, including (1) embedding history in meaningful context; (2) use of narrative; (3) linking past and present; and (4)…
Descriptors: Cognitive Development, Concept Formation, Context Effect, Educational Research
Peer reviewedVanFossen, Philip J.; Shiveley, James M. – Social Studies, 1997
Describes inquiry learning as defining a purpose for inquiry (the problem), postulating tentative answers or solutions, testing various hypotheses, drawing tentative conclusions, and applying those conclusions to new situations. Asserts that acquisition of these skills supports democratic citizenship. Outlines the inquiry approach used for a…
Descriptors: American Indian History, Cognitive Development, Consciousness Raising, Creative Thinking
