Instructional Elements Influencing Elementary Student Attitudes toward Social Studies

Student antipathy toward social studies has concerned educators for decades. While causality studies suggest that the teacher is a prime determinant of social studies attitude, research has left a key issue unresolved. Can improvements in social studies attitude be linked to particular teaching practice? To respond to this question, a sixth-grade teacher was observed periodically for four months and intensively for two. Her lesson plans were categorized to determine the nature of activities she provided students. Results indicated that this teacher did improve class perceptions of social studies. Teaching style (how she treated students) more than strategy (her selection of method) seemed the crucial factor in her ability to improve social studies attitude. Her style featured nine elements: commitment to student learning, confidence, diversity, enthusiasm, fairness, formality, goal direction, praise and reinforcement, and support for the individual.