Developing Critical Thinking and Understanding through the Social Studies

Eulie, Joseph

doi:10.1080/00220973.1942.11018922

Cited by 4 publications

(3 citation statements)

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“…A broader variety of studies have been carried out to research instructional approaches for the advancement of critical thinking abilities in the field of social studies in the promotion of critical thinking (Bhakti et al, 2018;Karabulut, 2012;Watts et al, 1997;Eulie, 1968). The method preferred was a qualitative approach that considered the viewpoints and perspectives of each participant as relevant points for examining teaching approaches that enhance critical thinking in social studies.…”

Section: Methodsmentioning

confidence: 99%

“…In comparison to individual students in the modern period, secondary students in social studies will construct their own inquiries and should pursue solutions and thus take up their own learning duties (Brooks & Brooks, 1999). The students should think more critically and reason more explicitly by using a constructive paradigm of learning (Eulie, 1968). The law of the NCSS allows teachers to use an enormous number of educational exercises, practical work and collaborations to develop critical thought in social studies.…”

Section: Constructivist Learning and Social Studiesmentioning

confidence: 99%

“…Akinoglu & Baykin (2015) identified that the critical thinking of the individual requires a greater level of analytical thinking in the context of purpose, encouragement, focus, and logical thinking. The creation of critical thinking skills includes the ability to evaluate, criticize and bring creative ideas to a reasonable result (Eulie, 1968). Because these themes contribute to social studies, high school students can grasp the details of the lesson in relation to real-life, realistic learning experiences.…”

Section: Critical Thinking and Social Studiesmentioning

confidence: 99%

See 2 more Smart Citations

Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education

Muhammad

2020

JSE

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This study examined social studies teachers’ attitudes towards critical thinking as a dimension of constructive learning. The purpose of this study was indeed to develop a better understanding of the use of instructional approaches by experienced teachers to enhance critical thinking skills and improve student learning of social studies. The study was conducted in the city of Erbil in Iraqi Kurdistan with 20 experienced social studies teachers in 8 public secondary schools. Qualitative approach was preferred for this study. The interview with each of the 20 teachers was conducted individually and their social studies classes are observed separately. The results of this study revealed that teachers have little knowledge and understanding of instructional strategies that foster critical thinking. The teachers believed that students can benefit from using self-learning, self-assessment, involving in peer learning, meaningful and reasonable response process and express curiosity through questioning how and why. This study also explored some obstacles when teachers practice instructional strategies that enhance critical thinking in learning social studies.

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Section: Methodsmentioning

confidence: 99%

Section: Constructivist Learning and Social Studiesmentioning

confidence: 99%