Helping Students Think about Public Issues: Instruction versus Prompting

Compares two instructional strategies, prompting and direct instruction, to determine which produces dialogical reasoning in written essays concerning controversial issues. Participants were 45 sixth graders. Finds both strategies equally productive and concludes that the emphasis should be on provi...

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Bibliographic Details
Published in:Social Education 1991, Vol.55 (1), p.41
Main Author: Parker, Walter C
Format: Magazinearticle
Language:English
Subjects:
Classroom management
Classroom techniques
Cognition & reasoning
Comparative Analysis
Controversial Issues (Course Content)
Critical Thinking
Curricula
Curriculum Development
Curriculum Evaluation
Dialogical Reasoning
Dictation (Educational method)
Directed Instruction
Education
Elementary Education
Evaluation
Grade 6
Logical Thinking
Methods
Outcomes of Education
Prompting
Recitation (Education)
Skill Development
Social problems
Social sciences
Social Studies
Study and teaching
Teaching Methods
Thinking Skills
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Summary:Compares two instructional strategies, prompting and direct instruction, to determine which produces dialogical reasoning in written essays concerning controversial issues. Participants were 45 sixth graders. Finds both strategies equally productive and concludes that the emphasis should be on providing thought-provoking, issues-oriented social studies curricula. Includes research procedure, data analysis, and sample student essays. (NL)
ISSN:0037-7724
1930-3653