Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
SocialStudiesEducation
ROITALD L VrnSlCKLE,
EDITOR
BOARD OF ADVISORS
Ran ld L V.nslcL||,
Ltni/erety ot GeoQffi
.Alhrts' Georgiit
Edilor
Allrn Ghttr
tnnErstty oi MinnsotB
MnneaDt is. Mifylesote
C.rilr
8. lllG rrr.
Narry Fht?rFfire Dpatttnen! oi EclJcalon
(b?Esd, lbw fi8tttFBhie
Surrnae W. tldbrm
Llnit'dty ol Cc$orlclo
Donw, Cdcndo
RoalE Hal'||r: .
Fairnon! Frn ScrFoi
t(6$grng. Ohro
Crtrot,Hrquia
Msnte Mstb liigh Scltool
f,laNte, Cdiioma
G.oryG L fi.htft'.
Es$6rn l{ew Medco ijniYwsrtY
Falrtales. Ne|r trrigo
En$y il.hrilr
Aubum tj.rendtv
.{ubum, Alaba,ru
Fonrttl Pril
Marylend St8ts D@anrnont ol Educatioi
Ealtimo.e, Ma4/bna
Xllhrtn
P, Scotr
Florida Slele ttthtntiy
Tdiahdrsor, FltiL
3re
D.s''$lh
U?tv|rtt ot Circinnali
Oncinnati, O.ir|o
Victor A. $f|l|'|
hdlane D6patlrnent ot Pdblh lnslruction
hdiaiupctis. lndiana
Willi.m Tmklr?
Gwnntt Canra High S.,!rool
Lasncvi[e, Geo?gb
.tu.lnh woo.Lt
New Yotk State Ed.tcaton D@snmenl
Albsny, tlevt Yotfi
382
SOCIAL EDUCATION/MaY1984
'!ce
-47 -
Percsnlage of Selected
Tablc l'
Student ResPonses Regarding
Which School Subiects Are Most
lmponant and SuPPoning Reason's'
Most l[tPofiast
Subicct
English
Mathematics
Reading
Social Srudies
Science
3r%
!0x'
20%
t7%
ll%
48%
37%
119t
7%
383
-49-
-50-
SOCIAL EDUCATION/MaY19&4
339f'
24%
r5%
15%
7%
3%
Lcast Favorlte
Di6culr subiect
Dislike rhe subies maner
No purpose;'boring
Dislikc teaching methods
50%
2'296
20%
15%
Tahle 4
61
54
28
2
9
48
35
13
3
-
Tu :t lj t b 4i r a d e Srt{dsrttj
StudertB
.56
.48
.56
.21
u.96
1.70
3.30
,:
t5
19
l5
24
9
,q.t
.)u
.:.{
.t)
.39
2.30
1.40
5.?6
2.5
1 1 ?
I8.20.. I
{.5.
.0 t-
7.53'.
463.
I liked pslcholog:t . . . [or a wide varier1 of things {such asj ho*- pcople
rhink and **r,at ecnrally hagrpeos.The
rrz-vpeople don't knoq' dw they are
doing rhinp.
I lihed sociologyand hox'tlre poople
reacredin a cro*'d. You kno*', it's a
lor differcnt when rhey act alone. I
thought tha qz-spreny interesting.
Ir's dificult to knorx'hou'to siplain the grade lerrel diferencesi in
the studenus' comrnents about
u'hat they founcl ro be itrteresting
about social stu<lies. One interpretation might be that elementary
.studentsfind the study of historyand of other cuhures to be of particular interest while the secondary
studencs are more interested in
srud.ving abour human behcrior
and development. A seconcl, and
more likely, explanation is that the
studenrs vrcre reflecting whut they
found to be intersting about the
curent curriculurn and com.
mented on those interests.
May1984/SOCIAL
EDUCATION 385
-51-
-52-
44Yo
I8%
t6%
t5%
l3%
r3%
l5%
t?%
7%
3E7
-53-