Primary-Grade Students' Knowledge and Thinking about Native American and Pioneer Homes

Abstract

The traditional K-3 social studies curriculum has focused on cultural universals, including shelter. To gather information about children's prior knowledge and thinking (including misconceptions) about historical aspects of this topic, individual interviews were conducted with 216 K-3 students, stratified according to grade, socioeconomic status, achievement level, and gender. Analyses indicated that the students could describe certain formal aspects of Native American and pioneer homes, but they did not understand much about the historical, geographical, or cultural reasons for differences in housing styles. Advances in accuracy and completeness of knowledge were observed as students progressed through the K-3 range. Relationships with SES level, achievement level, and gender were much weaker and usually not statistically significant. Findings are discussed with respect to the nature and extent of K-3 students' knowledge about Native American and pioneer homes and ways in which this knowledge might be taken into account in planning instruction on the topic.