How to Teach Critical-thinking in social studies education: An Examination of Three NCSS Journals

Ulku S. Karabulut
Department of Elementary Education, Celal Bayar University.


Problem Statement: Teaching a student critical – thinking skills has always been an important mission of social studies education. Over the years, literature and scholarly interest in critical-thinking in social studies have grown sporadically. Nevertheless, growing interest in the literature and commitment among the scholars did not ensure successful teaching of critical-thinking in classrooms. In fact, research evidence clearly indicates that the teaching of critical-thinking skills in a social studies classroom has been problematic and unsuccessful.

Purpose of study: The purpose of this study was to identify approaches that social studies scholars believed or suggested to be more likely and predictive of success in the teaching of critical-thinking in social studies classrooms. A corollary purpose of this study is to provide a comprehensive resource for social studies scholars concerning ways to promote critical-thinking in classrooms.

Keywords: Critical-thinking, ways to promote critical-thinking, social studies education, and NCSS journals.