A mixed methods study of the teaching of social studies concepts in elementary classrooms.

Abstract

This study questions the accepted belief that social studies is not being taught in regular elementary education classrooms. That belief is based on time studies and a body of research that looks at curriculum and teacher interviews and concludes that the social studies time block is being completely ignored in elementary classrooms. The problem with that belief is that it ignores the standards or key concepts in the social studies curriculum that are being taught through curriculum integration with reading, language arts and math.

The research question asks if social studies is really taught, and if so, how is it being taught? A list of key social studies concepts for grades 1-5 from the Oklahoma PASS document and the California Concepts Collection was used to survey approximately 100 elementary school teachers who teach grades 1-5 in the Lawton Public School district. Teachers used a Likert Scale to rate how often they teach each concept. From those surveys, 10 teachers were interviewed about how they approach teaching those key social studies concepts and shared sample lesson plans with the researcher.

Transcribed interview data was coded and themed in order to determine consistencies and differences with how teachers teach social studies. Three themes emerged: Concepts taught in social studies, planning and emphasis, and how teachers teach social studies, which includes the role of integration. Analysis revealed that elementary teachers are teaching most social studies concepts in traditional time blocks and with curriculum integration in a variety of methods.