scholarly journals Social Studies in Primary Education: Comparing the Slovak and Czech Republics

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Zuzana Danišková
Keyword(s):  
Education Research ◽  
Social Studies ◽  
Primary School ◽  
Primary Education ◽  
Teaching Methods ◽  
Historical Context ◽  
Curricular Reform ◽  
Human Knowledge ◽  
Social Studies Curriculum

This article focuses on Slovak primary school (ISCED1) subjects that represent social and human knowledge and contrasts the Slovak situation with the Czech one. First, it looks briefly at the historical context that gave rise to and continues to shape these subjects. It then considers their content and attempts to explain why these subjects have ceased to evolve. It also shows that, despite the continual re-discovery of teaching methods and the acute need for them when teaching pupils of this age, there has been little research in this area. It concludes by stating that the lack of education research and discussion makes it difficult to influence public policymaking and curricular reform. Keywords: Slovak primary social studies, curriculum of social studies, didactics, teaching methods of social studies

Traditions and Innovations in Primary Education

2019 ◽  
Vol 7 (5) ◽  
pp. 33-37
Author(s):  
В. Валеева ◽  
V. Valeeva ◽  
Татьяна Фугелова ◽  
Tat'yana Fugelova
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Primary Education ◽  
Teaching Methods ◽  
Successful Development ◽  
Innovative Teaching ◽  
Innovative Technologies ◽  
Psychological Conditions ◽  
Self Development ◽  
Pedagogical Innovations

Based on an analysis of the principles of traditional and innovative education, the article argues in favor of the need to combine them in primary education. The positive and negative aspects of pedagogical innovations and related forms and methods of teaching are considered. Attention is drawn to the concept of the content of education, developed taking into account the use of innovative technologies in primary school. The psychological conditions and promising areas that ensure the successful development and self-development of each elementary school student, as well as the feasibility of dosing traditional and innovative teaching methods depending on the level of preparedness of the students and the teacher’s pedagogical experience, are revealed.

AN ANALYSIS OF 2004 TURKISH SOCIAL STUDIES CURRICULUM IN THE LIGHT OF NEW MILLENIUM TRENDS

2008 ◽  
Vol 36 (6) ◽  
pp. 791-798 ◽  
Author(s):  
Orhan Akinoğlu
Keyword(s):  
Active Learning ◽  
Social Studies ◽  
Primary Education ◽  
Curriculum Reform ◽  
Social Studies Curriculum ◽  
Global Connections ◽  
Teaching Curriculum ◽  
Education In Turkey ◽  
Social Studies Teaching

The aim in this study was to determine and assess the learning areas, skills and values underlined in the 2004 social studies curriculum reform for primary education in Turkey. The study was undertaken in a qualitative manner based on analyses of the 2004 social studies teaching curriculum for 4th–7th grades. Data were collected through document analyses of the 2004 social studies curriculum. Findings indicated that the learning areas, skills and values underlined in the curriculum for primary education reflect mainly global connections, multidimensional thinking, active learning, social rationalization, business mentality, creativity, individualism and democratic consciousness.

scholarly journals Kuwaiti Teachers' Satisfaction with the Social Studies Curriculum and Their Performance in the Classroom

2022 ◽  
Vol 12 (1) ◽  
pp. 355
Author(s):  
Abdullah J. Alhajri
Keyword(s):  
School Districts ◽  
Social Studies ◽  
Teaching Methods ◽  
Learning Activities ◽  
Social Studies Teachers ◽  
Social Studies Curriculum ◽  
Teacher Gender ◽  
Item Questionnaire ◽  
The Social ◽  
And Performance

This study investigated Kuwaiti teachers' satisfaction with the structure of the social studies curriculum and their performance in the classroom. It aimed to answer two main questions through a twenty-two-item questionnaire applied to a sample of 132 social studies teachers. The results have shown moderate satisfaction in this regard among those teachers. There were no effects of teacher gender, experience, or various school districts on the satisfaction of social studies teachers and their performance in the classroom. The researcher called for reevaluating the curriculum by its developers to pinpoint and rid it of the causes that obstruct higher teachers' satisfaction and performance, mainly its inadequacy to students' interests, needs, skills, creativity, individual differences, and practical learning activities, and up-to-date teaching methods.   Received: 9 September 2021 / Accepted: 5 December 2021 / Published: 3 January 2022

scholarly journals PLANNING AND APPLICATION OF METHODS IN DIFFERENTIATED INSTRUCTION AND INDIVIDUAL APPROACH TO PUPILS WITH DIFFICULTIES IN PRIMARY SCHOOL

2021 ◽  
Vol 3 ◽  
pp. 108-118
Author(s):  
Jasna Kudek Mirošević ◽  
Mirjana Radetić Paić
Keyword(s):  
Primary School ◽  
Differentiated Instruction ◽  
Primary Education ◽  
Teaching Methods ◽  
Primary Schools ◽  
School Teachers ◽  
Teaching Aids ◽  
Significant Difference ◽  
Inclusive School ◽  
The Republic

In an inclusive school teachers are expected to take responsibility for planning the teaching process in which they will apply adequate support (Ahon Adaka, 2013; Tomlinson, 2015). The aim of this research is to determine certain specificities of teachers’ differentiated instruction in their teaching and planning of individualised methods for the successful conduction of activities with pupils with difficulties in lower and higher grades of primary school. The set hypothesis states that there is a statistically significant difference between class teachers and subject teachers of primary schools of the Republic of Croatia (N=410) in the estimation of their own planning and application of methods in differentiated instruction and individualised approach to pupils with difficulties. The nonparametric Mann-Whitney U test was used to test the differences between teachers groups. The results showed that class teachers applied methods relating to pupils’ more successful inclusion in activities and supported their individuality by applying individualised teaching aids more than subject teachers. Such results indicate that differentiated and individualised teaching methods which are most adequate for a certain pupil and which will support their self-activity during primary education are still insufficiently present, even more in higher grades of primary school.

scholarly journals Opinions of Prospective Primary School Teachers about Methods and Techniques Suitable for Teaching Science: A Case Study from Turkey

2018 ◽  
Vol 8 (6) ◽  
pp. 21
Author(s):  
Hülya Hamurcu
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Prospective Teachers ◽  
Teaching Methods ◽  
Perceived Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Methods And Techniques ◽  
Selection Of

The aim of this study was to determine opinions of a group of prospective Turkish primary school teachers aboutwhat teaching methods and techniques are more suitable to teach science. In addition, their perceived competence inselection of teaching methods and techniques was explored. In Turkey, primary school teachers offer various coursesin the first four years of primary education. Their ability to benefit from teaching methods and techniques suitable forsubjects and courses is considered important in terms of realization of learning. The study was also directed towardsexamining whether third-year university students having taken courses for methods and techniques used to teachdifferent subjects felt competent about selection of suitable methods and techniques.This is a case study using both quantitative and qualitative research methods. Quantitative data were gathered withPerceived Competence Scale for Selection of Teaching Methods and Techniques for Prospective Teachers,developed by Durdukoca et al. (2017). Qualitative data were collected through an open-ended question “Whatteaching methods and techniques do you think you want to use in the future”. All the participants answered thisopen-ended question and completed the scale. Data obtained through the open ended-question were analyzed withcontent analysis.The study sample included 96 third-year students studying in the Department of Primary Education in BucaEducation Faculty of Dokuz Eylül University in the spring term of the 2017-2018 academic year. Quantitative datawere analyzed with SPSS v. 22 and t-test.The prospective primary school teachers were found to plan to use student-centered methods and techniques and tohave high perceived competence concerning selection of teaching methods and techniques. Their perceivedcompetence did not differ between genders and students with different academic performance. Only having apositive perception of competence significantly differed between branches of students.

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