Teaching Controversial Issues in Social Studies: A Research Study of High School Teachers
The article discusses useful classroom strategies for teaching controversial issues in social studies, which encourage students to use metacognition, reflection, and critical thinking. The data was based on a survey of sixty seven high school social studies teachers in Grades 9-12.
The survey was designed to measure competency and willingness to teach controversial issues. The findings demonstrate that teachers were favourable to teaching controversial issues, and classroom discussion contributed to improvements in reflection, critical thinking, citizenship education
and values education.
Keywords: classroom strategies; controversial issues; diversified instruction; social studies
Document Type: Research Article
Affiliations: 1: University of Memphis 2: Valdosta State University 3: University of Central Florida
Publication date: 01 January 2008
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