Schema Theory and Cognitive Psychology: Implications for Social Studies

Abstract

Schema theory and research from cognitive psychology have been applied fruitfully in science education over the last decade. Their implications for improving social studies education are drawn, in particular identifying key ideas, using graphic concept maps in instruction, and assessing students' prior knowledge and its connections. A conceptualization of differences between children of different ages according to the characteristics of their cognitive structures and processes is suggested. Anticipated difficulties with the approach as a whole are also outlined.