Formation of Educational Space by Means of Metasubject and Interdisciplinary Concepts in the Subjects of Humanities and Social Sciences

2017 ◽  
Vol 5 (4) ◽  
pp. 17-23
Author(s):  
Коростелева ◽  
A. Kororsteleva ◽  
Крючкова ◽  
E. Kryuchkova ◽  
Французова ◽  
...  
Keyword(s):  
Social Sciences ◽  
Learning Process ◽  
Basic Education ◽  
Educational Standards ◽  
Teacher Student ◽  
Component Skills ◽  
General Training ◽  
Multi Level ◽  
Humanities And Social Sciences ◽  
Basic Approaches

The paper deals with an overview of metasubject and interdisciplinary concepts included in the educational space of the subjects of humanities and social sciences (history, geography, social sciences), as well as the basic approaches to the understanding of this conceptual series. A modern educational space is a multi-aspect complex-structured concept. Aside from including an information education component, skills gained in the learning process, as well as multi-level environmental infl uence on all space of its formation (ICT, etc.), the system of teacher-student and person-environment interrelationships itself, a modern educational space also admits the importance of general training concepts exploration by students. In basic school, the concepts (metasubject, interdisciplinary, subject) are formed systematically and by stages, considering the requirements of educational standards to the results of basic education. It also off ers methodical approaches to working with these concept clusters.

Students, Schools, and Enrollment in Science and Humanity Courses in Israeli Secondary Education

1997 ◽  
Vol 19 (4) ◽  
pp. 339-353 ◽  
Author(s):  
Hanna Ayalon ◽  
Abraham Yogev
Keyword(s):  
Social Sciences ◽  
High Schools ◽  
Secondary Education ◽  
Ethnic Group ◽  
School Policy ◽  
Individual Characteristics ◽  
Academic Track ◽  
Multi Level ◽  
Humanities And Social Sciences ◽  
Level Analysis

This article examines the deteriorating status of the humanities and social sciences versus mathematics and the sciences in the curriculum of Israeli high schools. We examine this tendency by conducting a multi-level analysis of the effect of school and individual characteristics on inequality in curriculum specialization on a sample of academic-track 12th-graders in 1989. The main findings are (a) more able students, males, and members of the privileged Jewish ethnic group in Israel tend to specialize in mathematics and the sciences, and (b) students’ characteristics are the major determinant of course-taking in mathematics and the sciences, whereas school policy is central regarding the humanities and social sciences. The article discusses social implications of the findings.

scholarly journals A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum

2020 ◽  
Vol 8 (4) ◽  
pp. 25-44
Author(s):  
Edwin B. Estrera
Keyword(s):  
Social Sciences ◽  
High Schools ◽  
Social Science ◽  
Science Teachers ◽  
Learning Process ◽  
The Philippines ◽  
Core Courses ◽  
Humanities And Social Sciences ◽  
Teaching Learning ◽  
K To 12

This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.

scholarly journals An Ethical Appraisal of Higher Education: Assessing Teacher-Student Friendship and Autonomy of Students in the Classroom

2021 ◽  
Vol 1 (3) ◽  
pp. 30-33
Author(s):  
Kumar Neeraj Sachdev ◽  
Chetna Gupta
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Ethical Issues ◽  
Teacher Student ◽  
Humanities And Social Sciences ◽  
Democratic Principles ◽  
Academic Study

We present in the paper an ethical appraisal of higher education focusing majorly on relevance and requirements of practicing democratic principles in higher education. We assess in this endeavor two ethical issues, namely teacher-student friendship, and autonomy of students in the classroom and argue for ethical infeasibility of teacher-student friendship and need for protection of autonomy of students. In connection with the latter, we argue for ethical restrictions on a teacher’s advocacy of views because advocacy of views may unjustifiably lead to maintaining one’s own position to elicit students’ agreement in a topic of academic study in humanities and social sciences.

RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM

2015 ◽  
Vol 3 (2) ◽  
pp. 256-261
Author(s):  
Zaka Rauf ◽  
MUSA YUSUF
Keyword(s):  
Social Sciences ◽  
Educational System ◽  
National Curriculum ◽  
Philosophy Of Education ◽  
Curriculum Theory ◽  
Best Interest ◽  
Humanities And Social Sciences

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

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