| The purpose of this study was to determine whether there is a significant difference between the perception of internship II students' observation, planning and teaching of three constructs of social studies: social studies as integration, social studies as textbook knowledge, and social studies as citizenship education, within their final placements.; Surveys were constructed by the researcher and completed by the internship II students after their final semester in their program. The data was analyzed; this included comparing the three constructs with race, age, program, instructor, and gender. The data indicated that there was no statistically significant difference between how internship II students observed or planned and taught each of the constructs of social studies: social studies as integration, social studies as textbook knowledge, and social studies as citizenship education. There were statistically significant differences in how secondary majors and early childhood majors perceived the construct of social studies as textbook knowledge and between kindegarten-12 majors and early childhood majors on social studies as integration.; Recommendations were made for further study on the replication of the study with the inclusion of internship I students in the study, in-service elementary education teachers and on assessment of the three constructs of social studies social studies as integration, social studies as textbook knowledge, and social studies as citizenship education. |
