scholarly journals Assessment of Kwara State Social Studies Teachers of the Adequacy of Upper Basic Social Studies Curriculum Content for Sustainable Development in Nigeria

2015 ◽  
Vol 4 (2) ◽  
pp. 44-55
Author(s):  
A. Yusuf ◽  
D.S. Daramola ◽  
M.B. Bello ◽  
K.E. Obafemi
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Teaching Experience ◽  
Descriptive Statistics ◽  
Social Studies Teachers ◽  
School Type ◽  
Curriculum Content ◽  
Social Studies Curriculum ◽  
Chi Square ◽  
Female Teachers

Abstract The purpose of the study was to find out the adequacy of upper basic Social Studies curriculum content for sustainable development in Nigeria as assessed by Social Studies teachers. 306 Social Studies teachers (109 male and 197 female teachers) from 341 upper basic schools in Kwara State participated in the study. A researcher-designed questionnaire was used to collect data that were analysed using descriptive statistics and chi-square. The results showed that the content of upper basic Social Studies was not adequate, as assessed by teachers. It was also revealed that teachers’ assessment was significantly influenced by teaching experience, qualification and school type. However, the research showed that gender did not significantly influence Social Studies teachers’ assessment. Based on the findings, it was suggested that upper basic Social Studies curriculum should be reviewed and taught so as to ensure sustainable development in Nigeria.

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

2018 ◽  
Vol 13 (1) ◽  
pp. 113-126
Author(s):  
Alicia R. Crowe ◽  
Evan Mooney ◽  
Todd S. Hawley
Keyword(s):  
Social Studies ◽  
Student Teaching ◽  
Common Good ◽  
Teaching Experience ◽  
Social Studies Teachers ◽  
Content Type ◽  
The Common Good ◽  
Social Studies Teacher ◽  
The Common ◽  
Social Studies Teaching

Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

scholarly journals Barriers in Instructional Technology Integration in Teachers in Social Studies at Jordan Elementary School

2020 ◽  
Vol 9 (1) ◽  
pp. 35-44
Author(s):  
Mohammad Abed-Latif Mohammad Smadi ◽  
Abdul Halim Mohammad ◽  
Faizahani Ab Rahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Technology Integration ◽  
Instructional Technology ◽  
Social Studies ◽  
Education System ◽  
Social Studies Teachers ◽  
Female Teachers ◽  
Integrate Technology

The purpose of this paper is to identify the importance of using Instructional Technology(IT) in teaching social studies in elementary schools in Jordan. This paper explores theobstacles faced by female teachers in teaching social lessons in classrooms in Jordan.Lack of competence to apply technology to teach social lessons in class. is a problemthat occurs among female teachers in Jordan. Those with little experience find it difficultto apply because of the unavailability of equipment. the results of the discussion of thispaper can teach teachers to integrate technology into the education system, integrate ITinto classrooms and integrate IT in teaching social studies in Jordan elementary schoolsto improve the performance of female social studies teachers.

scholarly journals Covid-19 and Its Relationship to the Application of Distance Education in Teaching Social Studies Curriculum for the Upper Basic Stage from the Teachers’ Point of View: كوفيد-19 وعلاقته بتطبيق التعليم عن بعد في تدريس منهج الدراسات الاجتماعية للمرحلة الأساسية العليا من وجهة نظر المعلمين

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Adnan Mohammad Alnwairan, Salsabil Adeeb Hassan
Keyword(s):  
Distance Education ◽  
Public Schools ◽  
Social Studies ◽  
Point Of View ◽  
Social Studies Teachers ◽  
Social Studies Curriculum ◽  
Basic Stage ◽  
The Social ◽  
Use Of Social Media ◽  
The Impact

This study aimed to identify Covid-19 and its relationship to the application of distance education in teaching social studies curriculum for the upper basic stage from the teachers’ point of view. The study has used the descriptive-analytical approach, where a questionnaire was employed as the study instrument. The population of the study consisted of a random sample from (311) Social studies teachers. The tool was distributed electronically through the use of social media and email to Social studies teachers of upper basic stage in public schools in three governorates, Amman, Salt and Irbid. The results showed that the impact of COVID-19 on teaching social studies curriculum for the upper basic stage was moderate. Furthermore, the level of applying distance education when teaching the social studies curriculum to the upper basic stage from the Teachers’ Point of view was moderate as well. The results also showed that there is a significant relation between COVID-19 and the level of distance education application when teaching the social studies curriculum for the upper basic stage. The current study recommends going beyond the schools' scope and researches higher education from across the entire Hashemite Kingdom of Jordan as a follow-up to this research's findings. Further qualitative research would be needed in the future to accurately assert the level of applying distance education.

scholarly journals Relevance of Social Studies Curriculum Content for Enhancing Responsibility among Preschool Children in Nairobi County, Kenya

2018 ◽  
Vol 5 (2) ◽  
pp. 205
Author(s):  
Ganira Khavugwi Lilian ◽  
Odundo Amollo Paul ◽  
Gatumu Jane C ◽  
Muasya Juliet Njeri
Keyword(s):  
Preschool Children ◽  
Social Studies ◽  
Sense Of Belonging ◽  
Social Issues ◽  
Preschool Teachers ◽  
Curriculum Content ◽  
Social Studies Curriculum ◽  
The Social ◽  
Civic Practice ◽  
Just Society

Relevance of preschool social studies curriculum content develops learners’ sense of belonging to the community and country for effective cohesiveness. Sense of belonging is achieved through inculcating right dispositions for reinforcing responsive, efficient and effective individuals in preparation for citizenship in adulthood. Nurturing sense of responsibility among learners creates skilled and informed individuals sensitive to social issues who effectively nurture cohesiveness as participants in a just society. The study was informed by evaluation research model using both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework informed the study in determining relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County. Evaluating social studies curriculum content was drawn from ‘neighborhood, my school and healthy practices’ as key determinants of responsible citizens within a community. The target population was 98 preschool teachers purposely sampled from 211 preschools. Questionnaire for preschool teachers were used as the main data collection instrument. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that social studies curriculum content is relevant in enhancing responsibility among preschool children. The study recommends that teachers should plan, design class environment and the social studies instruction in ways that cultivate effective civic practice of responsibility.

scholarly journals Evaluasi Kompetensi Profesional Guru IPS pada MTs di Kecamatan Mranggen Kabupaten Demak

2021 ◽  
Vol 5 (1) ◽  
pp. 33-49
Author(s):  
Sofyani .
Keyword(s):  
Data Analysis ◽  
Social Studies ◽  
Professional Competence ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Teaching Experience ◽  
Educational Background ◽  
Social Studies Teachers ◽  
Training Experience ◽  
Analysis Technique

Abstrak This study seeks to determine the professional competence of social studies teachers and how individual background factors affect professional competence. This research is a type of evaluation research, using the Benchmarking evaluation model, in which the results obtained will be compared with the professional competency standards of teachers prevailing in Indonesia. The study population was all social studies teachers at MTs in Mranggen District, amounting to 31 people. The data analysis technique used is quantitative analysis. The data analysis step of this research is descriptive data analysis and regression test. The results showed that 32.2% of the teachers had professional competence in the very good category, 25.8% in the good category, and 34.4% in the sufficient category. The regression results show that there is an effect of individual teacher factors on the formation of the professional competence of social studies teachers at MTs in Mranggen District. Teaching experience has the greatest influence in the formation of teacher professional competence, namely 44.63%, then the work environment is 31.16%, educational background is 25.80% and training experience is 0.35%.

scholarly journals Social Studies Teachers’ Homework Practices in Oman

2020 ◽  
Vol 16 (7) ◽  
pp. 146
Author(s):  
Saif Al-Maamari
Keyword(s):  
Social Studies ◽  
Basic Education ◽  
Social Studies Teachers ◽  
Male Teachers ◽  
Check List ◽  
Female Teachers

This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher’ planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom's taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.

scholarly journals Comparative Study of the Teachers Views about Selecting Appropriate Content for Social Studies Textbook of Primary School Third Grade, Iran

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Mohammad Hosein Saket
Keyword(s):  
Public Schools ◽  
Social Studies ◽  
Comparative Study ◽  
Primary School ◽  
Third Grade ◽  
Cluster Sampling ◽  
Chi Square ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference

Background: Textbook, which is one of the most important sources of the students learning in the educational systems also play an important role in the educational system of Iran. Purpose: This study was conducted to compare the views of male and female teachers and authors in the selection of appropriate content for Social Studies textbook of the primary school third grade. Method: the present study was conducted in the form of causal-comparative study using a questionnaire and the analysis of its items. Two groups of 107 male and female teachers teaching in public schools, private and Shahid schools of Tehran were selected using cluster sampling. Further, 6 authors of Social Studies book working in the Research and Educational Planning Organization of the Ministry of Education were selected based on their experience using targeted sampling method. Considering the nature of the questionnaire, 32 items developed by the researchers were completed by the research participants. The collected data were analyzed using nonparametric chi-square and Yates’ correction for continuity tests in the software SPSS 19. Results: results of the study showed that there was no significant difference between the opinions of female and male teachers and authors. Findings: findings of the study showed that there was no significant gap in both scientific and ideological terms among the textbooks authors and teachers. Further, the sex of the teachers could not have any effect the difference in attitude toward the content of the books and this endorses the integrity of the education system.

scholarly journals The Barriers of Employing the Internet in Teaching Social Studies in the Sultanate of Oman from the Viewpoint of Teachers

2016 ◽  
Vol 10 (3) ◽  
pp. 508
Author(s):  
Saif N. Al Mamari ◽  
Fahad S. Al Masrouri
Keyword(s):  
Social Studies ◽  
Basic Education ◽  
Teaching Experience ◽  
Social Studies Teachers ◽  
The Internet ◽  
Sultanate Of Oman

This study aimed to reveal the barriers of employing the internet in teaching social studies in the Sultanate of Oman from the viewpoint of a sample of teachers. In addition, the study attempted to examine the effect of a set of variables including, gender, specialization and teaching experience. To achieve objectives of study the researchers prepared a questionnaire that consisted of 30 items that measure four components. The instrument was administered to a sample of 85 social studies teachers from basic education and post-basic education schools in governorates of Al-Sharqia South and Al-Dakaliah. The result of the study showed that degree of barriers of employing the internet in teaching social studies was moderate with a mean score of 3.39. In addition, the results also indicated no statistically significant differences (p. < 0.05) due to gender, specialization and experience in how they evaluate the barriers of employing internet in teaching social studies in all components. 

scholarly journals The analysis of the relation between social studies and primary school teachers ' levels of liking of children and their job satisfaction in terms of diverse variable

2016 ◽  
Vol 13 (3) ◽  
pp. 4861
Author(s):  
Melike Faiz ◽  
Melek Körükçü ◽  
Oğuzhan Karadeniz
Keyword(s):  
Job Satisfaction ◽  
Social Studies ◽  
Primary School ◽  
Survey Methods ◽  
Social Studies Teachers ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

It is required for teachers to become individuals who love children, carry out their jobs with job satisfaction in order to raise individuals who are in tune with the times, effective, creative and produce suitable solutions to the challenges in the face of rapid changes that are experienced. In this research, within the scope of which the relation between social studies and primary school teachers' levels of liking of children and their job satisfaction is analyzed, The research is a descriptive study in comparative survey methods. In the research, it has been analyzed whether a statistically significant relation between social studies teachers' levels of liking of children and their job satisfaction exists or not, in terms of diverse variable. The study group of the research consists of totally 117 teachers, 57 of whom perform as social studies teachers and 60 as primary school teacher. Research data has been gathered by applying the "Barnett Liking of Children Scale" and "Job Satisfaction Scale" to the teachers participated in the research. In the analysis of data, Kruskal-Wallis H Test for independent samples, Mann-Whitney U Test for independent samples, simple correlation, Kolmogorov-Smirnov and Shapiro-Wilk normality tests have been used. In consequence of the research, any significant difference has not been found between teachers' levels of loving children and their ages and job seniorities. It has been determined that female teachers' levels of loving children are higher as compared to that of male teachers and primary school teachers have a stronger liking for children than social studies teachers. The result that their job satisfaction does not vary according to the teachers' age, seniority and field of study and according to gender, female teachers have experienced much job satisfaction than the male ones has been reached.

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