Abstract

Thorough understanding of social science subject matter is dependent upon attainment of the numerous abstract concepts which compose the lexicon of social science exposition. Systematic designs for promoting concept attainment are basic to social science instruction. The instructional materials which present explication of the body of knowledge constituting social science school subjects should support concept attainment aims. There is a dearth of attention to this crucial issue in social science instructional research. Whereas some evaluation of the effectiveness of concept textual structuring has received little notice. The purpose of this study is to determine if structuring social science text in accordance with a deductive concept presentation strategy affects students’ concept attainment.