The Effects of Art, Science, and Social Studies in Elementary School
Grand Canyon University: UNV 501
July 22, 2012
The Effects of Art, Science, and Social Studies in Elementary School PELLISH, J. (2012). PAST, PRESENT, FUTURE: Stories of Identity in an Elementary Art Room. Art Education, 65(1), 19-24 Shifting to a “student-centered approach helped increase individual student level of enthusiasm” while teaching art in a multi-cultural school district (Pellish, J., 2012). This article is considered scholarly because it is peer-reviewed. The source of academic authority is the peer-review process. Scott, C., Tomasek, T., & Matthews, C. E. (2010). Thinking Like a Ssssscientist!. Science & Children, 48(1), 38-42. This article had a science based activity that focused on two questions. One was “how accurately do fifth-grade students estimate the length of snakes. The other was how the student felt about snakes and the accuracy of the estimates on length” (Scott, C., Tomasek, T., & Matthews, C. E., 2010). This article is peer-reviewed. Therefore, it is considered scholarly. The source of academic authority is the peer-review process. Yali, Z., & Hoge, J. D. (2005). What Elementary Students and Teachers Say about Social Studies. Social Studies, 96(5), 216-221. The data in this study showed that “students had negative attitudes toward social studies and did not understand the importance of basic topics” Yali, Z., & Hoge, J. D. (2005). The students were shown to have limited knowledge of basic concepts. The article has been peer-reviewed, which is considered to be scholarly. The source of authority for this article is that it is peer-reviewed.
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