Reinvigorating Student Interests in Social Studies

Authors

  • Rebekah Ethridge Humble Independent School District
  • Jamie Coyne Sam Houston State University
  • Tori Hollas Sam Houston State University

Keywords:

social studies, history, pilot, camp, teacher action reasearch, active engagement, American history

Abstract

The increase of legislation and state mandated tests has led to a decrease of instructional time for social studies. We wanted to see if active engagement could have positive impact on students’ attitude toward Social Studies. We also wanted to examine how teachers can create active engagement activities in their classroom environments that promote the learning of social studies. In this paper, we would like to share how we created a pilot History camp to see if we could answer these two specific, but related questions. Four types of data tools were used in this pilot study including pre and post student-interest surveys, exit-tickets, and end of the day student reflections. The findings indicated that the implementation of active engagement activities can have a positive impact on students’ attitudes toward social studies. We also learned how to create active learning activities that can be incorporated in the classroom and the versatility it provides to transfer to the content areas.

Author Biographies

Rebekah Ethridge, Humble Independent School District

Rebekah Ethridge is a 6th grade reading teacher in Humble ISD. She just completed her masters in Curriculum and Instruction through the 4+1 Program in the College of Education at Sam Houston State University. Her interests included reading and social studies in hopes to have the opportunity to teach social studies in the near future. She can be reached at ree008@shsu.edu

Jamie Coyne, Sam Houston State University

Jaime Coyne is an Associate Professor in the School of Teaching and Learning at Sam Houston State University. She teaches undergraduate and graduate courses for the College of Education. Her research interests include: training pre-service teachers, self-efficacy, content literacy and technology. She can be reached at jlb110@shsu.edu

Tori Hollas, Sam Houston State University

Tori Hollas is an Associate Professor in the School of Teaching and Learning at Sam Houston State University. She teaches in the 4+1 program for the College of Education. Her research interests focus on novice teacher induction, pre-service and in-service teacher preparation, and evaluation of teacher candidates. She can be reached at torihollas@shsu.edu

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Published

2020-07-17

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Section

Articles