Storypath: An Integrated Social Studies Approach to Cooperative Problem Solving, Social-Emotional Learning, and Academic Achievement

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Cooperative Learning Roundtable

Abstract

This research examined how the Storypath approach to social studies impacts elementary school children’s conceptions of cooperative problem solving, social-emotional learning, and academic achievement. In Spring 2017, children (n = 50) in two Grade 2 classrooms in a culturally and linguistically diverse school in the Pacific Northwest, USA, participated in a Storypath unit on protecting ocean ecosystems. This mixed-methods study obtained input from these children via a pre-post Problem Solving Survey, repeated Social Skills Self-Assessment, and post-only Academic Learning Worksheet. Qualitative themes revealed nuanced understanding of cooperative problem solving, teamwork, and peer relations, plus academic and real-world learning. Quantitative results revealed intensity of focus across themes, as well as statistical significance between pre-post responses on the importance of problem solving.

Authors

• Laurie Stevahn, Seattle University

• Margit E. McGuire, Seattle University

• Kristi Pihl, Edmonds School District