Issues-Centered Instruction in the Social Studies Classroom: The Richard E. Gross Problem-Solving Approach Model

Social Studies Review, Fall 2004 by Chilcoat, George W, Ligon, Jerry A

INTRODUCTION

For years social studies educators have advocated using issues-centered curriculum in classroom instruction (Rugg, 1921a, 1921b; Griffin, 1942;Engle, 1949; Hunt & Metcalf, 1955/1968; Oliver, 1960; Oliver & Shaver, 1966; Newmann & Oliver, 1970; Evans, 1987; Engle & Ochoa, 1988; Stanley & Nelson, 1994; Nelson, 1996; Evans & Saxe, 1996; Wraga, 1998,1999). They believe that a curriculum that focuses on social questions, issues and problems in the classroom is highly relevant to students' present and future experiences and is inherently more interesting than the study of abstract ideas and principles from textbooks and lectures. They value a democratic society of informed citizens (Engle & Ochoa, 1988; Whitson & Stanley, 1996), believing that "the rationale for including controversial issues in social studies instruction rests on the necessity of preparing citizens to participate in the democratic decision-making processes within a pluralistic society" (Hahn, 1991, p. 420). Additional advantages of an issues-centered curriculum include that it emphasizes contemporary or historical problems; it provides intrinsic motivation and interest; it is based on the process of reflective thinking, requiring the use of facts, skills, and values; it encourages students to draw generalizations or conclusions and may call for action in terms of the conclusions reached; and it uses community resources and non textbook materials (Evans & Saxe, 1996).

ISSUES-CENTERED INSTRUCTION IN THE SOCIAL STUDIES: RESEARCH FINDINGS

The value of an issues-centered approach to teaching social studies has been supported over the past few years by a number of, modest, yet significant research findings (Johnson & Johnson, 1979; Hahn, 1991, 1996a, 1996b; Hahn & Tocci, 1990; Soley, 1996). First, Issues-centered-instruction can contribute to serious examination and discourse concerning contemporary political, social, and economic issues within the community of the school and within society at large (Curtis & Shaver, 1980; Stradling, Nocter, & Baines, 1984; , Parker, McDaniel, & Valencia, 1991 ; Hahn, 1996; Evans, Newmann, & Saxe, 1996; Chilcoat & Ligon, 2000). It promotes a critical awareness of the social world, as students develop the ability to take on different roles and to understand different viewpoints concerning the problems faced by people and by society. Students learn to appreciate human diversity and to acknowledge the dignity of each individual. Issues-centered instruction can help students engage empathetically in experiences of other people, thus helping them understand the human condition; become sensitive, aware and tolerant of others; and realize the complexity of human relations. The use of issues-centered approaches is associated with developing positive student civic outcomes. These outcomes include developing an interest in the political world, a belief that students have a duty to be actively engaged in politics, and a sense that they can have some influence on political decisions in the classroom and the wider community (Newmann, 1989; Parker, 1989; Kelly, 1996; Hahn, 1996a).

Another distinguishing feature of issues-centered instruction is that learning experiences are characterized by a dynamic, participatory, and collective consciousness-raising educational environment (Curtis & Shaver, 1980; Newmann, 1975,1981; Newmann & Kelly, 1983; Wright & Simon, 1976; Johnson & Johnson, 1979; Common, 1982; Newmann, 1989; Parker, McDaniel, & Valencia, 1991; Kelly, 1996;Massialas, 1996; Parker, 1996; Chilcoat & Ligon, 2000). The use of an issues-centered approach promotes the development of a mini-democratic community or microsociety in which students participate in an atmosphere of give-and-take in discussing and solving problems, and making collective decisions in matters that affect the classroom or community. Participation in issues-centered instruction engages students in explorative, experimental, expressive, and communicative modes of action. Students pool their energies and ideas, drawing on the actual experiences and knowledge of each group member, a process that requires collaborative participation, cooperation, and responsibility; they learn to see and respect others' points of view. The resulting communal strength involves learning to work together, making informed judgments, sharing ideas, seeking and building consensus, making and honoring collective decisions, and becoming sensitive to and accommodating of individual differences.

Third, issues-centered instruction provides students with the opportunity to learn to talk in a public forum. This helps students develop the confidence and competence to articulate their thoughts and feelings fluently (Oliver & Shaver, 1966; Newmann & Oliver, 1970; Kelly, 1986; Barber, 1989; Kelly, 1989; Parker, McDaniel, & Valencia, 1991; Harwood & Hahn, 1990; Ochoa-Becker, 1996; Rossi, 1996; Shaver, 1996; Evans, 1997; Preskill, 1997). Students can participate in an active and determined exploration and sharing of ideas, not in a subordinate teacher-students situation, but rather in a free and accepting atmosphere where they feel secure enough to express ideas and emotions freely. The motivation for them to engage in productive and meaningful dialogue is inherently powerful. Talk gives students some control over the way they perceive and make sense of their world. Students are able to put their knowledge into words when they begin to reflect on that knowledge, to act on it, and to change it. They question, plan, speculate, describe, disagree, express commitment, negotiate, and interpret with student talk. This helps students develop their individual and collective voice empowering students to act and to speak.