Teacher Candidates' Struggles and Successes Planning and Implementing Powerful Social Studies Instruction Using Problem-Based Learning

• In Event: Roundtable Session 17
  In Roundtable Session: Teaching and Learning Complicated Topics in Social Studies

Abstract

More than ever, students need the ability to think critically about societal problems and issues so that they may participate in active citizenry. How do colleges of education prepare teacher candidates to teach essential critical thinking skills within the narrowing context of the school curriculum and the increasing emphasis on tests promoting single correct answers? The National Council for the Social Studies (2010) describes powerful social studies instruction as meaningful, integrative, value-based, challenging and active. Problem-based learning (PBL) is recognized to be an effective method promoting deep understanding of subject content. This study examines the implications of training teacher candidates in PBL practices on their ability to design powerful social studies instruction for the K-8 classroom.

Authors

• Joanna E. Durham-Barnes, Middle Tennessee State University

• Suzette Gilbert, Middle Tennessee State University