Models from Research as Structuring Aids in Civics Teaching and Primary Social Studies

Abstract

This article discusses some empirical findings from the use of models in civics teaching and primary social studies. The nature of the models used in research is compared to the usefulness of similar models in the planning of teaching processes. A set of empirical studies, conducted by student teachers using models in primary and secondary schools, are summarised. A more detailed description is given of David Easton's systems analysis model, which has been used as a structuring device for teaching in primary school during an in-service education course. The results are mostly encouraging with regards to the effects on all the groups investigated. The authors argue that models derived from research can be useful even in early primary education, if they are used with care, and serve mainly as a structuring tool for teachers. They also present two models for teachers planning, both based on the use of models and concepts from research as a point of departure for decision-making both before and during the teaching process.