The Attempt to Constitute "Concept-Categorization Teaching/Learning" in Elementary Social Studies : Focusing on Children's Ability to Categorize and Explain Concepts

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  • 小学校社会科における「概念カテゴリー化学習」の授業構成 : 概念の名辞とカテゴリー化の手法に着目して
  • ショウガッコウ シャカイカ ニ オケル 「 ガイネン カテゴリーカ ガクシュウ 」 ノ ジュギョウ コウセイ : ガイネン ノ メイ ジ ト カテゴリーカ ノ シュホウ ニ チャクモク シテ

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This paper is intended to improve the current "Concept-inquiry teaching/learning" practice in elementary school through close examination of concept-labeling activities. Children benefit from learning by inquiring into various issues and categorizing them into respective scientific and conventional concepts. This process of labeling requires training of certain cognitive functions. However, the traditional method of concept-inquiry learning/teaching has simply instructed pupils to pursue specific themes among issues. It often lacked consideration for students' developmental stages or the original aims of social studies. The author proposes to utilize: (1) Inference and identification, (2) general categorization and understanding its multilayered structure, and (3) critical thinking with some counter-evidence. These activities will scientifically guide children to acquire the skills for conceptualization and categorization. This method will also accomplish the aims of elementary social studies and equip pupils with the basic skills required in the inquiry-based learning expected from them in high school.

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