Emphasizing Divergent and Convergent Thinking: Structured Freedom in Elementary Social Studies.

Edgington, William D.

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Peer reviewed

ERIC Number: EJ602500

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1056-0300

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Emphasizing Divergent and Convergent Thinking: Structured Freedom in Elementary Social Studies.

Edgington, William D.

Social Studies and the Young Learner, v11 n3 p24-26 Jan-Feb 1999

Defines Structured Freedom as a model of instruction that gives students responsibility for their own learning and engages them in convergent and divergent thinking. Illustrates the use of Structured Freedom in social studies instruction by applying its four stages to a Pueblo Indians unit that focuses on historical comparison. (CMK)

Descriptors: Convergent Thinking, Cooperative Learning, Divergent Thinking, Grade 5, Intermediate Grades, Social Studies, Student Empowerment, Student Responsibility, Teacher Role, Teaching Models

Publication Type: Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A