ABSTRACT
This chapter interprets, for the field of social studies, the recent general literature on the teaching of thinking. Two questions are addressed: (a) What is the nature of higher order thinking in social studies, and (b) how can such thinking be fostered in classrooms? The intent is to encourage dialogue between researchers and practitioners that will advance knowledge on instruction for thinking. Toward this end, the chapter explores the implications of current scholarship for practice, and it highlights special practitioner concerns that need to be taken into account if the findings from future research are to speak more directly to social studies teachers.
