Teaching and Learning about Controversial Issues and Topics in the Social Studies

Author(s):  
Li-Ching Ho ◽  
Paula McAvoy ◽  
Diana Hess ◽  
Brian Gibbs
2019 ◽  
Vol 3 (1) ◽  
Author(s):  
ANDHIKA FITRIANTO

<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="508"><p class="Abstrakabstract">The purpose of the research is to describe the facts that causing lack of student diversity appreciation at SMPN 2 Jati Kudus. The next is to clarify that Social Science learning activities using synopsis media with multiculturalism aspect efectively to improve student diversity appreciation at SMPN 2 Jati. The research design used in this study is a qualitative research with a case study approach . Subjects researched are relatively limited , focus of research concerning variable and very broad social dimension because it involves students at once psychological dimensions that are influenced by social and civic life. Implementation of this strategy was observed in the social studies class IX with a synopsis media with multiculturalism aspect. Phenomena analyzed classes ranging from: syllabus, lesson plans, preparation of teaching materials or the use of media to arouse the interest of students to understand the concepts of multiculturalism. Students are also given a set of questionnaire contains an attitude scale that contains student opinions about the diversity of ethnicity, religion in the school and the outside. The data were obtained as follows : the causing factor of a lack of student diversity appreciation at the school because the quality of teaching and learning in these schools. The major factor is the weakness of quality and quantity of social studies teachers.  in addition to the surrounding community socio-economic factors behind most impoverished immigrant population. After learning social science with Media Synopsis students begin to understand what is the meaning of the multiculturalism concepts. Students want to hangout and work in group with no barriers of differences culture. When evaluation the results are satisfactory, an average score of 78.6, which means obtaining complete and almost students familiar of multicultural concepts.</p></td></tr></tbody></table>


2020 ◽  
Vol 3 (2) ◽  

The primary objective of this paper is to do a critical literature review on the pedagogical analysis of teaching Social Studies. This paper reviewed aspects relating to the scope of Social Studies, factors affecting the teaching and learning of Social Studies concepts, the concept of teaching, motivation to teaching and learning, teaching methodologies and the pedagogical methods and strategies used in teaching Social Studies. Methodologically, students, teachers, policy makers and stakeholders in education were the focus of this study. The paper made used of secondary sources of information with the help of documents, published papers, archives, reports and books related to the subject under study. The review revealed that Social Studies subject is an integrated field of knowledge that cuts across disciplines. It was also revealed that the scope of Social Studies is unlimited, it also came to light that Social Studies is one of the least-liked subjects by students. Furthermore, the paper revealed that, the Ghana Education Service and other Colleges of higher education have issues with well-trained and competent teachers to handle the Social Studies subject and lastly the review revealed that some major factors that affect the teaching and learning of Social Studies are; the lack of meaning of concepts, lack of training in process skills, avoidance of controversial issues and limited shallow of content by some Social Studies teachers in the field of study. It is therefore recommended that the Government through the Ghana Education Service should recruit most-qualified and competent teachers to teach Social Studies in Senior High Schools and beyond. In addition, teachers who are well versed in teaching controversial issues must be engaged. The researcher also recommends that there is the need for a tripartite collaboration among the Ministry of Education, Ghana Education Service and other Non-governmental educational organizations to provide the needed teaching and learning materials for the teaching and learning of Social Studies. It is recommended that teachers should also employ different methodologies in teaching the subject. Lastly, the researcher recommends that the various pedagogical methods should be well combined and used to teach in order to help improve the attitude of students towards the learning of Social Studies in Senior High Schools and beyond.


Author(s):  
Margaret E. Bérci

The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base represents a symbiotic integration of selected philosophical, theoretical, and methodological ideas. Specifically, it reports on two pilot courses that integrate online, traditional face-to-face, and Web-based formats. The project scaffolds the resulting weave with the Case Study process for Problem-Based Learning. This integration advances teacher education practice and facilitates the development of teacher candidates' democratic understanding of the issues surrounding the teaching and learning of Social Studies. It demonstrates the usefulness of multimodality in Education.


Author(s):  
Margaret E. Bérci

The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base represents a symbiotic integration of selected philosophical, theoretical, and methodological ideas. Specifically, it reports on two pilot courses that integrate online, traditional face-to-face, and Web-based formats. The project scaffolds the resulting weave with the Case Study process for Problem-Based Learning. This integration advances teacher education practice and facilitates the development of teacher candidates' democratic understanding of the issues surrounding the teaching and learning of Social Studies. It demonstrates the usefulness of multimodality in Education.


Author(s):  
Daniel W. Stuckart

The purpose of this chapter is to place the use of Digital Tools and Artifacts (DTAs) within the context of John Dewey’s philosophy, and along the way, articulate guidelines for integrating technology in the Social Studies. Despite persistent calls for the integration of DTAs, social studies researchers still report low-level cognitive uses and overwhelmingly traditional teaching methods. By constructing a philosophical framework based on Deweyan thought, one can test research and ideas, perhaps leading to the more purposeful and effective use of these tools and artifacts in teaching and learning. Philosophy is an instrument for criticizing and reconstructing human activities, and scholars belatedly credit Dewey as a pioneer in the technology branch.


1944 ◽  
Vol 37 (2) ◽  
pp. 57-63
Author(s):  
Earl Murray

In many situations, good logical thinkers arrive at conflicting conclusions. Otherwise there would not be so many controversial issues. The social studies and business fields present us with many illustrations of this. Can a course in geometry, designed to teach the processes of logical thinking and nature of proof be of any value in understanding this situation? This is the report of a unit of work designed for that purpose.


1996 ◽  
Vol 1 (1) ◽  
pp. 89-91
Author(s):  
James D. Laney

This article serves as an addendum to the previous article, ‘Children's Ideas About Selected Art and Economic Concepts Before and After an Integrated Unit of Instruction’. It is addressed to preservice and inservice teachers and provides a seven-step procedural guide for developing integrated art-social studies lessons using the discipline-based art education model. The seven steps in the process include (1) choosing a social studies concept, (2) locating a work of art, (3) researching the content and context of the image, (4) developing guided discussion questions, (5) developing an art production activity, (6) developing an activity to reinforce the social studies concept, and (7) planning a variety of assessments. Explanations and helpful tips are provided by the author for each step. By following the seven steps, meaningful teaching and learning in both disciplines, art and social studies, is assured.


2002 ◽  
Vol 5 (3) ◽  
pp. 164-179 ◽  
Author(s):  
Carol Mutch

Notions of what it meant to be a citizen of New Zealand have mirrored the social and political changes as the country's identity moved from a British colony, through independence to a bi-cultural country with a more global outlook. Citizenship ideals were originally taught through history, geography, moral education and social studies. Although some countries, such as the United Kingdom, have moved to an explicit citizenship education programme, citizenship in New Zealand is currently taught through an integrated curriculum approach supported by participatory pedagogical practices. This article reports on research undertaken to investigate the inter- and extra-curricular opportunities for teaching and learning citizenship in New Zealand schools.


2020 ◽  
Author(s):  
Desita Handayani

Education is not only given to those who are in school. The Non-Formal Education Unit of the Banjar Regency Learning Activity Studio provides a place for all people who wish to continue to gain knowledge without having to worry about their social life. The social life that all learning citizens live is inseparable from the social studies education they learn at SPNF SKB Banjar Regency. With this learning process they can implement social studies education in their social life. The purpose of this study was to describe the social life of the learning citizens of SPNF SKB Banjar Regency by looking at the implementation they got in social studies education. The method used in this research is descriptive qualitative method. Data were collected by a process of observation, interviews and documentation. Analyze data by presenting data, data reduction and data verification. Meanwhile, to test the validity of the data is done by triangulation of places, techniques, and sources. The result of this research is a description of the social life of the learning citizens of SPNF SKB Banjar Regency both at school and in the family environment. The social life of the learning community also includes the implementation of social studies education obtained from the teaching and learning process. The processes that take place during their daily activities are able to show the role of social studies education as the basis of society.Keywords: Social Life, Social Studies Education, Non-Formal Education Unit


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