Interest in social studies methods was more marked from 1921 to 1961 than from 1961 to 1978. Reviews of research indicated a preference for problem solving and inquiry. Experimental studies related to secondary students ranged from inadequate to superior. But typically, they reported conflicting results in attainment of skills, knowledge, and attitudes whether by grade level, area, or subject. More studies were made of senior than junior high school students, who studied about the United States more often than about other nations, and used social studies rather than history or geography content. In recent years, however, teaching has been described in terms of three approaches: traditional, progressive, and romantic. Among other characteristics, these approaches differ in psychology, epistemology, objectives, organization of daily lessons, strategies, and cultural perspective. Accordingly, a comparison of social studies methods derived from these approaches could reveal differential effects in outcomes and hence be a new direction in experimental research.
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