Abstract
A university-developed “Teacher-Centered” Model for constructing social studies curriculum materials was compared to other curriculum development approaches, e. g., Project Social Studies, local curriculum teams. The model included the following: cooperation between social studies teachers and university professors; interdisciplinary content; and material set evaluation. The materials developed at a pilot workshop patterned on the “Teacher-Centered” Model were evaluated using a one-way repeated measures analysis of variance design and less objective instruments. Both the teachers at the workshop and their students using the materials gained substantial knowledge; teachers felt more competent in utilizing social studies teaching strategies; student interest was dependent on the material set; and student attitudes were not changed. The results showed that the teacher should remain the heart of social studies curriculum development.
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