From Gut to Mind: Toward a Learning Progression of Students' Social Scientific Reasoning

• In Event: Critical Issues in Social Studies Teaching and Learning

Abstract

In this study, we aim to define a learning progression for students’ social scientific reasoning. We consulted social science textbooks, analyzed 83 student papers from 8 schools in the Netherlands (age 16) and conducted focus groups with social science teachers and teacher educators. We distinguished four components of social scientific reasoning: 1) causal analysis 2) use of theories, models and concepts; 3) use of evidence; and 4) understanding of implicit bias and multiple points of view. Each component was described in three proficiency levels supported by practical examples. This model can inform teachers and teacher educators in designing teaching materials and activities to overcome reasoning flaws and bring students to a higher level of reasoning.

Authors

• Thomas Klijnstra, University of Amsterdam

• Gerhard Stoel, Radboud University Nijmegen

• Geerte Maria Savenije, University of Amsterdam

• Gerard Ruijs

• Carla Van Boxtel, University of Amsterdam