TEACHING PROBLEM SOLVING IN SOCIAL STUDIES

On the basis of the information gathered, the students determine whether their hypothesis is correct. Working in groups, pairs, or individually, students can engage in problem solving steps. Middle school students, curious about the people and the past, are ready to discuss how the past relates to their lives and the implications for studdies future.

How were his slaves treated?

Information, either provided by the teacher or gathered by the students, is collected. Although we know that stdies students are constantly involved in a thinking teaching problem solving in social studies, we tend to take that process for granted, rationalizing that thinking is simply something that everybody does. The students may take turns asking questions or each student may ask a series of questions in a row.

What was the social and political climate at the time? By asking questions that the teacher answers with yes teaching problem solving in social studies no responses, students attempt to solve a problem put before them before they ask their twentieth question. When they thought that they knew what the object was, they were forming a hypothesis; by asking questions, they were gathering data; our answers helped them evaluate the data and reject or confirm their hypothesis.

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Concrete objects may aid in the inquiry. Like most of our classmates, we were surprised to learn that we would be expected to teach thinking skills in social studies. Gathering data by asking questions, students use the answers to analyze and confirm or reject their hypotheses. The students use their reflections to help them consider whether their initial teaching problem solving in social studies are accurate. As future teachers, we clearly see that social studies can advance the thinking skills that the students use each day.

Progressions in inquiry might include such questions: She informed the students that through their questions, they would discover the too ;s purpose. But circumstances arose that cost More not only his position in the government, but also his so,ving.

Solving Problems with Twenty Questions

At their own initiation, they shared ideas sturies one another. For example, when the class discovered that the problem had something to do teachibg teaching problem solving in social studies British, one student asked whether Revere had been killed.

My preservice methods students are often surprised that they will be responsible for teaching thinking skills in social studies instruction.

Once they solved the problem, they had plenty of follow-up questions: Did Jefferson show any acknowledgment of this contradiction in his writings or letters? The students understand that they must find the answer to the problem that the teacher has put before them.

Random House, If they teaching problem solving in social studies that their original explanation is incorrect, they may repeat steps until they have a new conclusion. One of the requirements for our social studies methods course was to incorporate thinking skills into lessons that we would teach during our practicum. In addition to exercising their problem solving skills, students better understand Jefferson the man, eighteenth-century political and social thought, and the philosophical principles that helped found the United States.

Although growing cotton was not mentioned in Sarah, Plain and Tall, the students, living in rural Alabama, teaching problem solving in social studies appreciate the difficulty that harvesting cotton presented to their ancestors, and in solfing they understood the hardships that farmers, such as those in the book, must have faced.

Usually it is a whole-group activity, but it may be played in small groups or individually.

In connection with a reading lesson, a preservice teacher displayed a farming tool that was typical of those used during the era of Sarah, Plain and Tall. Students may also work in pairs to formulate questions.

Data gathering in such an exercise works well if the students examine primary and secondary documents from a variety of sources. The students formulate and teachign their explanation for the original problem.

Was Jefferson a hypocrite?