The Individual in the Social Studies Program

1939 ◽  
Vol 30 (8) ◽  
pp. 344-348
Author(s):  
Robert H. Knapp
Keyword(s):  
Social Studies ◽  
The Social ◽  
The Individual

scholarly journals Undergraduates’ Perception on their English Learning Process: Preliminary Step toward “Foundations of Social Studies” CLIL-Based Material Development

2021 ◽  
Vol 17 (4) ◽  
pp. 49
Author(s):  
Rahmati Putri Yaniafari ◽  
Ajeng Ayu Rihardini ◽  
Agung Wiradimadja
Keyword(s):  
Social Studies ◽  
Learning Process ◽  
English Learning ◽  
Curriculum Assessment ◽  
Material Development ◽  
Need Analysis ◽  
University Curriculum ◽  
The Social ◽  
Speaking Performance ◽  
The Individual

Abstract: English has emerged as the language of scientific communication (Björkman, 2011; Jenkins, 2006). Given the significance of English, in addition to ESP courses that have been incorporated in university curriculum, the CLIL method can be one of the choices for improving students' English mastery. Before implementing CLIL and creating the necessary resources, a comprehensive investigation is required to determine the ‘what' and ‘how' the content, curriculum, assessment, and evaluation will be produced (Flowerdew, 2013). Prior to developing “Fundamental of Social Studies” CLIL-based content, this research intends to analyse several aspects. It investigates: (1) the significance students place on grammar, vocabulary, and language skills in the English learning process; (2) the students' preferences in English learning activities; and (3) the language components that students improved the most. Students in the Social Studies Program were given a survey. The implication based on the findings is that future material developments are recommended to include audio-materials, pay more attention to speaking activities, and incorporate more diverse grammar activities. Moreover, the type of activities involved are suggested to include group work as it is favoured by the students; especially for speaking performance. Group speaking performance is preferred then the individual one for it lessen the anxiety.     Keywords: CLIL, Need Analysis, Material Development, ESP, Social Studies

scholarly journals Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables

2021 ◽  
Vol 10 (3) ◽  
pp. 1008
Author(s):  
Melek Körükcü ◽  
Zafer Tangülü
Keyword(s):  
Social Studies ◽  
Social Responsibility ◽  
Teacher Candidates ◽  
The Social ◽  
Significant Difference ◽  
Social Studies Teacher ◽  
Medium Level ◽  
Faculty Of Education ◽  
The Individual ◽  
Responsibility Scale

<p><span>The purpose of this research was to determine the individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. The research was in survey model. The study group of the research consisted of 179 pre-service teachers who studied at Social Studies Teaching Program in the Faculty of Education at Niğde Ömer Halisdemir University, Turkey in the 2019-2020 academic year. Data collection tools used in the study are a Demographic Information Form developed by the researcher, Individual Social Responsibility Scale and Global Social Responsibility Scale. The data were analyzed through SPSS 20. The results of the study showed that the social studies teacher candidates' levels of individual social responsibility are high while those of global social responsibility are at medium level. It is also found that there is a significant difference in the individual and global social responsibility levels in terms of gender in favor of female pre-service teachers while there is no significant difference in terms of age variable. Also, the results show that the individual and social responsibility levels of pre-service teachers who have foreign friends are higher than those who do not have foreign friends. Another result of the study is that individual social responsibility levels predict social responsibility levels.</span></p>

scholarly journals Ämnesövergripande undervisning i SO-ämnena i svensk grundskola - vad säger lärarna?

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Tord Göran Olovsson
Keyword(s):  
Social Studies ◽  
Teaching Practice ◽  
National Curriculum ◽  
State Level ◽  
Religious Studies ◽  
Compulsory School ◽  
The Social ◽  
Knowledge Requirements ◽  
Complex Knowledge ◽  
The Individual

Det har från statligt håll under många år funnits en ämnesövergripande ambition för undervisningen i SO i årskurs 4–6 i svensk grundskola. I och med införandet av den nuvarande läroplanen (Lgr 11) fick dock de enskilda SO-ämnena (geografi, historia, religionskunskap och samhällskunskap) en mera framträdande roll i kursplanerna. Lgr 11 innebar också att betyg infördes från årskurs 6, med kunskapskrav för varje SO-ämne. Lgr 11 föreskriver dock också att eleverna ska ges möjligheter att arbeta ämnes-övergripande. Det finns dock indikationer på att undervisningen i SO i årskurs 4–6 på många skolor, inte sker ämnesövergripande. Studiens syfte är att beskriva och analysera möjligheter och utmaningar som lärare i årskurs 4–6 ser med ämnesövergripande undervisning i SO. Det empiriska materialet består av semi-strukturerade intervjuer med sex lärare. Resultaten, analyserade främst i relation till Blanck (2014), Ross (2006a) samt Carlgren (2016) visar att möjligheter som lärarna anger med ämnesövergripande undervisning i SO är att det kan ge eleverna helhetsförståelse och sammanhang, utifrån lärarnas beskrivningar av vad som är gemensamt för SO-ämnena. Utmaningar för ämnesövergripande undervisning gäller främst bedömning och betygsättning i förhållande till kunskapskraven i varje SO-ämne. Lgr 11:s summativa bedömningsfokus avspeglar sig i lärarnas resonemang, och påverkar även deras undervisningspraktik, främst på så sätt att det försvårar elevers utveckling av de mer komplexa kunskaper som ämnesövergripande undervisning kan ge. Nyckelord: ämnesövergripande undervisning, SO-ämnen, synteskunskaper, bedömning, kunskapskrav Subject-integrated teaching in the social studies subjects in Swedish compulsory school – What do the teachers say? AbstractFor many years, at the state level, there has been an ambition for subject-integrated teaching in years 4–6 in Swedish compulsory school. However, with the introduction of the current national curriculum (Lgr 11), the individual social studies subjects (civics, geography, history and religious studies) became more prominent in the national syllabi. Lgr 11 also included a new grading system, now starting from year 6, with knowledge requirements for each social studies subject. However, Lgr 11 also stipulates that students should be given the opportunity to work subject-integrated. But there are indications that current teaching in social studies in years 4–6 at many schools, does not occur subject-integrated. The purpose of the study is to describe and analyse teachers’ views of opportunities and challenges regarding subject-integrated teaching in social studies in years 4–6. The study is based on interviews with six teachers. The results, analysed mainly in relation to Blanck (2014), Ross (2006a) and Carlgren (2016), show that the teachers state that the potential in subject-integrated teaching is that it can develop students’ understanding of the whole, based on the teachers’ descriptions of what is common for the social studies subjects. Challenges for subject-integrated teaching mainly concern assessment and grading, in relation to the knowledge requirements in each subject. The summative focus in Lgr 11 is also reflected in the teachers’ views, and also affects their teaching practice, primarily in such a way that the summative focus makes it difficult for students to develop the more complex knowledge that subject-integrated teaching can provide. Keywords: subject-integrated teaching, social studies subjects, synthesized knowledge, assessment, knowledge requirements

Liberté d'opinion et limite normative dans une représentation sociale: le développement de l'intelligence 1Ce texte reprend l'essentiel d'un exposé présenté en juin 1998 à la Faculté de Psychologie et des Sciences de l'Education de Genève, à l'occasion de la collation du Doctorat Honoris Causa de l'Université de Genève à l'auteur.

1999 ◽  
Vol 58 (3) ◽  
pp. 201-206 ◽  
Author(s):  
Claude Flament
Keyword(s):  
Social Representations ◽  
The Social ◽  
The Individual

This paper is concerned by a possible articulation between the diversity of individual opinions and the existence of consensus in social representations. It postulates the existence of consensual normative boundaries framing the individual opinions. A study by questionnaire about the social representations of the development of intelligence gives support to this notion.

A Moment to Come Together: Personal Reflections on Trayvon Martin

2013 ◽  
Vol 5 (1) ◽  
pp. 131-137
Author(s):  
Roxanne Christensen ◽  
LaSonia Barlow ◽  
Demetrius E. Ford
Keyword(s):  
Civil Rights ◽  
Doctoral Students ◽  
Professional Psychology ◽  
Direct Effects ◽  
The Social ◽  
To Come ◽  
Professional Responses ◽  
The Individual ◽  
Personal Reflections ◽  
Unique Individual

Three personal reflections provided by doctoral students of the Michigan School of Professional Psychology (Farmington Hills, Michigan) address identification of individual perspectives on the tragic events surrounding Trayvon Martin’s death. The historical ramifications of a culture-in-context and the way civil rights, racism, and community traumatization play a role in the social construction of criminals are explored. A justice orientation is applied to both the community and the individual via internal reflection about the unique individual and collective roles social justice plays in the outcome of these events. Finally, the personal and professional responses of a practitioner who is also a mother of minority young men brings to light the need to educate against stereotypes, assist a community to heal, and simultaneously manage the direct effects of such events on youth in society. In all three essays, common themes of community and growth are addressed from varying viewpoints. As worlds collided, a historical division has given rise to a present unity geared toward breaking the cycle of violence and trauma. The authors plead that if there is no other service in the name of this tragedy, let it at least contribute to the actualization of a society toward growth and healing.

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

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