Teacher use and student perceptions of instructional strategies that promote creative problem solving by students of advanced social studies classes at the middle school level.

摘要

While studies exist concerning the relationship between instructional strategies and student attitudes and achievement, few studies have examined how teachers use specific instructional strategies that promote creative problem solving in order to improve student attitudes and achievement in the social studies classroom. With the No Child Left Behind (NCLB) emphasis on student achievement in math, reading, and science, instructional time in social studies has been reduced, and students continue to express their dislike for the subject. Therefore, the purpose of this study was to explore teacher use and student perceptions of instructional strategies that promote creative problem solving by students of advanced middle school classes in social studies in a suburban school district in Georgia. The conceptual framework for this study is supported by the research of Osborn and Parnes on creative problem solving and Torrance on creative thinking skills. This qualitative study used a case study research design and data were collected from multiple sources, including observations, interviews, and documents. At the first level of data analysis, the specific analytic technique of category construction was used, and at the second level, the general analytical technique of theory development was used. Coded data were examined for patterns, themes, and relationships to determine if the theoretical proposition was supported. This study found that students and teachers believed that the integration of creative problem solving skills into social studies classes made attitudes toward social studies less negative and improved learning in social studies although teachers were concerned about the lack of resources to deliver standards and related assessments. This study encourages positive social change by examining the potential for improved teaching and learning for social studies classrooms.