Teaching higher-order thinking in social studies: The role of content coverage and intellectual challenge
Abstract: Purpose: The study aimed at investigating the prevalence and characteristics of classroom practices geared at promoting higher-order social studies thinking, and the potential dilemma for teachers between focusing on explaining knowledge to and intellectually challenging students. Design/methodology/approach: A comparative design using data from naturalistic classroom observations of 80 social studies lessons in Denmark, Norway, and Sweden. We deployed the PLATO observation system to systematically measure intellectual challenge and the conceptual complexity of teacher explanations across the three countries. Findings: We found evidence that many teachers promoted higher-order thinking to varying degrees within and across the three countries. Furthermore, Danish, Norwegian, and Swedish teachers seemed to focus on different teaching practices related to higher-order thinking. Practical implications: These findings provide important empirical knowledge about naturally occurring clas.... https://www.jsse.org/index.php/jsse/article/view/5808
- Standort
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Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
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Online-Ressource
- Sprache
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Englisch
- Erschienen in
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Teaching higher-order thinking in social studies: The role of content coverage and intellectual challenge ; volume:23 ; number:1 ; year:2024
Journal of social science education ; 23, Heft 1 (2024)
- Urheber
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Aashamar, Peter Nicolai
Klette, Kirsti
Christensen , Anders Stig
- DOI
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10.11576/jsse-5808
- URN
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urn:nbn:de:101:1-2024040319324602232012
- Rechteinformation
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
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14.08.2025, 11:01 MESZ
Datenpartner
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Aashamar, Peter Nicolai
- Klette, Kirsti
- Christensen , Anders Stig
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