Phillip J. VanFossen

Using the Internet To Create Primary Source Teaching Packets

ocial studies teachers have never S questioned the value of using primary sources in their classroom. Yet, squeezed by a crowded curriculum, limited financial resources, and multiple demands on their time, these same teachers often find it difficult to create or buy topic-specific primary source packets. As a result, too few teachers incorporate that strategy into their curriculum (Huck, Helper, and Hickman 1987; Rasinski 1983). Social studies teachers also recognize the importance of incorporating more technology into their teaching strategies. Even as classroom access to the Internet becomes more prevalent, many social studies teachers are still exploring the many ways i n which this powerful resource can be used to augment their trdditiona1 teaching strategies. In fact, in a recent study of secondary social studics teachers, researchers found that only slightly more than 10 percent of

A Content Analysis of Internet Sessions Presented at the National Council for Social Studies Annual Meeting, 1995–2002

Abstract The Internet has been touted as a useful resource for social studies teachers. This study used content analysis methods to examine trends in sessions focused on the use of the Internet presented at the National Council for the Social Studies (NCSS) annual meeting (1995–2002). Session abstracts were analyzed for: type of Internet sessions presented, the institutional affiliation of presenters, and goals of the Internet sessions and topics covered. Results indicated that, after an initial increase, the number and proportion of Internet sessions presented have declined over the last three years. In addition, college and university faculty consistently make up the greatest proportion of presenters of Internet sessions, with a relatively small proportion of sessions devoted to teaching strategies employing the Internet. The study reveals a potential dearth of research into the use of the Internet in K-12 social studies classrooms, and it mirrors previous calls for increased attention to these issues.

Assessing Expertise in Economic Problem Solving: A Model

Abstract In this preliminary study, the authors examine the research literature and schematic models associated with the so-called expert-novice paradigm in cognitive psychology. Using this broad base, they develop a model for rendering expertise in problem solving within the domain of economics. Three principles-based economic problems were posed to three academic economists and two novices in the domain. Responses were given verbally; they were recorded, then transcribed, and used by the authors to develop the model. The initial findings and results of this preliminary study indicate that this model effectively rendered both expert and novice problem solving in economics.

Teachers' Rationales for High School Economics

Abstract One widely held rationale for economic education is that it helps develop students who possess an economic way of thinking that can produce better economic problem solvers and citizens. Little has been written about whether classroom teachers of economics hold similar goals and/or rationales for their economics courses. This preliminary study was designed to gather data on two broad questions: (a) what reasons do teachers give for teaching high school economics and (b) what are the major goals these teachers hold for their economics courses and students in those courses? Eight high school economics teachers were interviewed, their responses transcribed and the transcripts analyzed to determine if any patterns emerged. Results suggested that teachers held a range of goals and rationales, some that were incompatible with widely held rationales. Following analysis, three broad ‘themes’; emerged: high school economics as preparation for college economics, economics as life skills or economics as good citizenship.