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Impact of an arts-integrated social ...

Albert, Maria.

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Impact of an arts-integrated social studies curriculum on eighth graders' thinking capacities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Impact of an arts-integrated social studies curriculum on eighth graders' thinking capacities./
作者:	Albert, Maria.
面頁冊數:	344 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0096.
Contained By:	Dissertation Abstracts International57-01A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9613652

Impact of an arts-integrated social studies curriculum on eighth graders' thinking capacities.
Albert, Maria.

Impact of an arts-integrated social studies curriculum on eighth graders' thinking capacities. - 344 p.

Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0096.

Thesis (Ph.D.)--University of Kentucky, 1995.

In this qualitative study I examined the instructional strategies and activities employed in an arts-integrated social studies curricular unit. Data were analyzed from 27 class-period observations of a classroom context in which the teacher integrated the arts to impart and to assess the learning objectives, and the students were allowed to use different symbol systems to represent and to convey their knowledge. The research focused on a single eighth-grade class in an inner city arts-based magnet school. Within that class, a teacher's interview and the students productions--visual, audiovisual, written pieces, evaluations, and responses to an essay test--were collected.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Impact of an arts-integrated social studies curriculum on eighth graders' thinking capacities.
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245 1 0 $a Impact of an arts-integrated social studies curriculum on eighth graders' thinking capacities.
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500 $a Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0096.
500 $a Director: Fred Danner.
502 $a Thesis (Ph.D.)--University of Kentucky, 1995.
520 $a In this qualitative study I examined the instructional strategies and activities employed in an arts-integrated social studies curricular unit. Data were analyzed from 27 class-period observations of a classroom context in which the teacher integrated the arts to impart and to assess the learning objectives, and the students were allowed to use different symbol systems to represent and to convey their knowledge. The research focused on a single eighth-grade class in an inner city arts-based magnet school. Within that class, a teacher's interview and the students productions--visual, audiovisual, written pieces, evaluations, and responses to an essay test--were collected.
520 $a The main purpose of the study was to describe and understand how, in the teaching and learning of social studies, the use of forms of representation--especially those employed in the arts--complement and supplement the traditional discursive forms, and provide the students with the opportunity to practice different thinking modes.
520 $a Analysis of the data indicated that the use of different forms of representation fosters the practice of visual thinking, narrative thinking, metaphorical thinking, reflective thinking, multisensory thinking, and knowledge integration. Thinking modes, processes, and skills predominantly used in more traditional social studies classrooms were also observed in most of the classes (e.g., critical thinking, integrating, focusing, remembering, organizing, and analyzing).
520 $a Even though the observed classroom is part of an arts-based-magnet school, with a special mission and philosophy, it is also required to function under the guidelines proposed by the Kentucky Education Reform Act (KERA). KERA's influence was continually reflected in the educational and curricular orientation of the classroom. Commonalities between KERA and two current educational perspectives--Situated Cognition and the Thinking Movement--were identified. Also, two main theoretical and curricular bases--the Theory of Multiple Intelligences and Cognitive Pluralism--were perceived as powerful educational ideologies underlying the teaching, learning, and assessment of the implemented unit.
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