This research investigates the viewpoints of Umeå University's teacher students regarding social studies, particularly their attitudes toward the various subject conceptions outlined in Lindmark's (2013) theory. The objective is to understand how these future educators perceive and value social studies education, as well as the factors influencing these perceptions. Through quantitative methods, the study analyzes survey data from students to discern their attitudes toward different subject conceptions and the reasons behind these attitudes. The findings reveal a strong preference among students for socially analytical and civic skills-oriented approaches, whereas attitudes toward fact- and concept-oriented and value-based conceptions display more variation. This trend reflects a deviation from previous studies, highlighting a newfound emphasis on socially analytical aspects, which were previously less prioritized. This study contributes to educational research by offering new insights into the preparation of teacher students for social studies instruction and the educational ideals they espouse. The results underscore the complex and multifaceted nature of social studies as perceived by the respondents. Additionally, this research suggests future investigative directions, particularly regarding the factors shaping these attitudes, as current theories do not fully clarify the bases for these subject conception preferences.

The purpose of this study is to determine as accurately as possible the needs of adolescents in the junior high school and the extent to which these needs are being met by certain social-studies programs.

The purpose of the present investigation is to make a study of the growth and trends of the social studies curriculum in the schools of Texas from pioneer days up to the present time, 1948.

The objective of this study is to evaluate the effectiveness of two methods of teaching the social studies to junior high school pupils. An attempt has been made to ascertain the relative progress in the studying efficiency of a group of children in social studies taught by the basic-study-skills plan, as compared to that of a group of children taught by the assign-study-recite-test plan so commonly employed.

The problem undertaken in this survey was to determine the value of motion pictures in the social-studies program of the elementary school, with special emphasis upon the learning and retention of facts and general information related to the social studies at the sixth-grade level.

The problem of this study is to determine, if possible, whether any significant difference in achievement existed when the eighth-grade social studies were taught by two methods; namely, the textual method and the textual method supplemented by audio-visual aids.

The major purpose of this study was to compare the progress made by a group of children taught by the experience method of teaching with a group taught by the old textbook method, to determine whether the experimental group would show as much gain in academic knowledge as the control group, and in turn gain the other desired traits of the present-day personal and social needs.

The problem of this study is to determine whether or not superior reading ability in a given reading skill is significantly related to successful achievement in each of the three areas of arithmetic, social studies, and science, and to determine whether or not the different reading skills are related to areas of achievement in different ways.

The purpose of this study was twofold: (1) to read and analyze professional literature to determine criteria for an adequate social-studies program in an elementary grade, and (2) to evaluate a selected number of courses of study of large-city school systems and state departments of education to determine the extent to which they meet criteria.

The purpose of this study is to examine courses of study for social studies in the fourth grade, and after analyzing the objectives, methods, and the materials of each, to decide whether they meet the criteria prescribed in educational literature.