A didactic model for teaching social studies: Contributing to rich tasks

Abstract

This article proposes a didactic model for teaching social studies, presenting selected didactic categories that support teaching rich tasks. Rich tasks exhibit characteristics such as purposeful connections to the world beyond the classroom and offer diverse opportunities to cater to the different needs of students (Aubusson et al., 2014). The model is developed using a semantic theoretical approach (Kvernbekk, 2005). The didactic relation model for lesson planning (Hiim & Hippe, 1998; 2006) serves as a framework offering tools for planning and reflection on teaching to facilitate students’ learning and studying. Drawing on Klafki’s theory of categorical Bildung and didactics (Klafki, 1963; 2000) the new model aims to explore how rich tasks can be merged with categorical Bildung in teaching. It emphasizes how ‘why’ questions related to the educator’s ability to analyse subject content can be related to the students’ lifeworld. Additionally, the article outlines and discusses key didactic categories applicable to teaching rich tasks in social studies.