Depth of knowledge of American elementary pre-service teachers’ social studies lessons
Journal of Studies in Education
Issue (if applicable)
School of Education, Leadership, and Public Service
The purpose of this study was to investigate the cognitive complexity of elementary pre-service teachers’ (PSTs’) social studies lessons plans they developed to teach and assess 7th-grade students. The data source included 235 lesson plans and assessments, which were coded using Webb’s (1997, 1999) Depth-of-Knowledge Model (DOK). The PSTs’ assessments primarily required only recall (36.2%) and basic reasoning (29.8%); however, more than one-third of their assessments required students to apply complex or extended reasoning. How PSTs integrate cognitive complexity in their teaching to align assessments with state standards is vital to their students’ performance, as well as to their performance evaluations.
Anderson, D., Mathys, H., & Mills, A. (2015). Depth of knowledge of American elementary pre-service teachers’ social studies lessons. Journal of Studies in Education, 5(1), 65-73.
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