| Autor: |
Aashamar, Peter Nicolai, Klette, Kirsti, Christensen, Anders Stig |
| Předmět: |
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| Zdroj: |
Journal of Social Science Education; 2024, Vol. 23 Issue 1, p1-31, 31p |
| Abstrakt: |
Highlights: - Higher-order thinking is central in education for democracy and citizenship. - It requires student access to content knowledge and encouragement to partake in advanced inferential analysis. - Our findings indicate that the two knowledge and analysis have different importance among the teachers in the three contexts. Purpose: The aim of this study was to explore opportunities to develop higher-order thinking for students in social studies, with a focus on teachers' content coverage and support for engaging in social studies analysis. Design/methodology/approach: A video study using naturalistic classroom observations of 80 social studies lessons was conducted in Denmark, Norway, and Sweden using a predefined observation manual. Findings: The findings showed different patterns of emphasis on content coverage and intellectually demanding analyses across classrooms in Denmark, Norway, and Sweden. Practical implications: The findings contribute empirical knowledge about naturally occurring classroom practices that can be used for professional development. They also highlight how contextual factors may influence teaching in social studies. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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