Issues-Centered Instruction in the Elementary Social Studies Classroom

Abstract

There is discussion in the literature on issues-centered education about the desirability and feasibility of using issues-centered approaches in elementary classrooms. This article describes the experience of three 5–6th grade elementary teachers and their students with a social studies unit taught using the Engle-Ochoa Decision-Making model. The teachers and students' reactions are described and analyzed. The authors conclude with a discussion about how issues-centered education can work in elementary classrooms and suggest some topics social studies educators should discuss with their pre-service and in-service teachers as they prepare them for teaching with issues-centered approaches.