Critical Thinking in Social Contexts: A Trajectory Analysis of States’ K-5 Social Studies Content Standards

Journal of Social Studies Research 45 (4):277-288 (2021)
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Abstract

This study investigates the trajectories of intended critical thinking in a social context present in the K-5 social studies content standards of six states. It considers how the nature of context-based critical thinking present in the standards’ benchmarks is represented. The findings reveal a complex dynamic in K-5 social studies content standards, which fundamentally expect young learners to advance their critical thinking in social context. But the content standards promote inconsistent critical thinking in a social context across grade levels. The sophistication of context-based critical thinking decreases within the standards as students advance through the grades. As such, implications for elementary social studies education in terms of how standards reflect official stances from the state on the nature of social studies in elementary education are discussed.

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References found in this work

Critical Thinking: What can it be?Matthew Lipman - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
Tipping the Scales.Tina L. Heafner & Paul G. Fitchett - 2012 - Journal of Social Studies Research 36 (2):190-215.
Critical Thinking Beyond Skill.Marianna Papastephanou & Charoula Angeli - 2007 - Educational Philosophy and Theory 39 (6):604-621.
Critical Thinking Beyond Skill.Charoula Angeli Marianna Papastephanou - 2007 - Educational Philosophy and Theory 39 (6):604-621.

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