Many school districts are beginning to use a “writing across the curriculum” approach in the middle and secondary school. Certainly, English teachers are aware of the need to have students write. Social studies teachers are reasonably easy to convince that their students should write as a part of their class (e.g., writing reports, keeping diaries like someone from a different historical period, and so forth). Science teachers can see the reasoning behind having students write as part of the science curriculum (e.g., using writing as problem solving, writing up results of experiments, and so forth). Teachers in other content areas, such as health, foreign language, business education, and so on, are amenable to the notion that they shou1d require some writing from their students other than the typical short-answer, fill-in-the-blank-type exercises that they have been using as a means of facilitating and assessing students' learning.
Relationship between Social Studies and Science Teachers’ Perception about Integrated Curriculum in Colleges of Education in Ghana
