Conceptualization and Generalization of an Integrated Lesson in Elementary Social Studies and Its Effects on the Use of Learning Strategies

抄録

This study examined the effects of an integrated lesson conducted for six months in a fourth-grade social studies class. The examination was made with respect to two issues: how the lesson’s conceptualization and generalization may aid with thinking skills in social studies, and how the use of learning strategies matches the problem-solving process. The children answered questions covering two major study units in their notebooks. The results indicated that the children’s conceptualizations and generalizations were stimulated. This study also proposes a learning method that matches the problem-solving process in social studies and examines the effects of gradually delegating the use of learning strategies to students. The results indicated that the children began to use learning strategies and that the quality of their learning plans improved.