The Effectiveness of Interactive Maps in Secondary Historical Geography Education

2006 ◽  
pp. 16-33 ◽  
Author(s):  
Whitney Taylor ◽  
Brandon Plewe
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Historical Geography ◽  
Geography Education ◽  
Test Results ◽  
Interactive Maps ◽  
Interactive Mapping ◽  
The Social ◽  
K 12 ◽  
Core Part

Social Studies, including history and geography, is a core part of most state curriculum standards for K-12 education, and for the most part is in need of improvement. Among the technological solutions that have been developed, interactive maps show promise in making the complexities of the social sciences (especially historical geography) more interesting to students, and easier to visualize and understand, without demanding significant investments by schools. A two-group experiment examined this potential for the 7th Grade Utah Studies curriculum. After completing an exercise to analyze possible historical and geographical causes of settlement patterns in Utah, students using interactive maps showed significantly better improvement between a pretest and posttest than students using paper maps. Although some of the test results were inconclusive and highlighted technological and resource obstacles to the widespread adoption of interactive mapping in the classroom, it has been shown to help students learn social studies in a deeper, more engaging manner.

History and the Social Sciences: New Approaches to the Teaching of Social Studies.

1968 ◽  
Vol 34 (2) ◽  
pp. 281
Author(s):  
Philip F. Detweiler ◽  
Mark M. Krug ◽  
Joseph S. Roucek
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
New Approaches ◽  
The Social

Bioethics and Social Studies of Medicine: Overlapping Concerns

2009 ◽  
Vol 18 (1) ◽  
pp. 36-42 ◽  
Author(s):  
LEIGH TURNER
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Social Reform ◽  
Policy Making ◽  
Social Worlds ◽  
Philosophical Work ◽  
Social Scientists ◽  
The Social ◽  
Health And Illness ◽  
Practical Recommendations

Polemicists and disciplinary puritans commonly make a sharp distinction between the normative, “prescriptive,” philosophical work of bioethicists and the empirical, “descriptive” work of anthropologists and sociologists studying medicine, healthcare, and illness. Though few contemporary medical anthropologists and sociologists of health and illness subscribe to positivism, the legacy of positivist thought persists in some areas of the social sciences. It is still quite common for social scientists to insist that their work does not contain explicit normative analysis, offers no practical recommendations for social reform or policy making, and simply interprets social worlds.

Participatory Literacy and Taking Informed Action in the Social Studies

2022 ◽  
pp. 1125-1141
Author(s):  
Casey Holmes ◽  
Meghan McGlinn Manfra
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
School Setting ◽  
Democratic Participation ◽  
Civic Life ◽  
College Career ◽  
The Social ◽  
Participatory Technologies ◽  
Participatory Literacy ◽  
K 12

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

Elementary classroom libraries and social studies trade books

2019 ◽  
Vol 14 (1) ◽  
pp. 14-27
Author(s):  
Tracey S. Hodges ◽  
Katherine Landau Wright ◽  
Julianne M. Coleman ◽  
Holly Hilboldt Swain ◽  
Claire Schweiker ◽  
...  
Keyword(s):  
Social Studies ◽  
Elementary Classroom ◽  
Easy Access ◽  
National Council ◽  
Trade Books ◽  
High Quality ◽  
Content Type ◽  
The Social ◽  
Classroom Libraries ◽  
K 12

Purpose Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states. Design/methodology/approach In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015. Findings The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists. Originality/value Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.

scholarly journals Enhancing Elementary School Students’ Learning Outcomes in the Field of Social Sciences Studies through Problem Based Learning Method

AL-TA LIM ◽  
2019 ◽  
Vol 26 (2) ◽  
pp. 97-111
Author(s):  
Sita Ratna Ningsih ◽  
Mohamad Syarif Sumantri ◽  
Nurjanah Nurjanah ◽  
Erry Utomo
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Learning Outcomes ◽  
Conventional Method ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Logical Thinking ◽  
Learning Method ◽  
The Social

The learning outcomes of the Social Sciences study at the Elementary School level in Indonesia in general have not shown maximum results, this is because the social studies field includes subjects that are less attractive to students. This study aims to determine the effect of Problem Based Learning learning method and Conventional learning method as well as the ability to think logically towards learning outcomes in Social Sciences. This research was conducted on class VI students of the State Ibtidaiyah Madrasah in Ciputat, with a total of 60 students. This study uses treatment by level 2 x 2. The data analysis technique is the analysis of two-way variance (ANAVA). The results of the study showed that: (1) Student learning outcomes in social studies subjects taught using PBL learning method were higher than students taught using conventional method, (2) for students who have high logical thinking skills, the learning outcomes of students taught using the Problem Based Learning method are higher than those taught using conventional method, (3) for students who have low logical thinking skills, student learning outcomes are taught using the PBL method lower than students taught using conventional method.(4) there was an interaction effect between PBL learning method and logical thinking skills.

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