An Analysis of the Structure and Contents of Social Studies Textbooks by the 7th National Curriculum Focusing on the Chapter Ⅱ. "Natural Environment and Human Life"

2005 ◽  
Vol 7 (2) ◽  
Author(s):  
Heay-Suk Lee
Keyword(s):  
Social Studies ◽  
Natural Environment ◽  
Human Life ◽  
National Curriculum ◽  
Social Studies Textbooks

scholarly journals Social and Economic Education in the Japanese Elementary School National Curriculum

1996 ◽  
Vol 1 (1) ◽  
pp. 31-44
Author(s):  
Eiji Yamane
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
National Curriculum ◽  
School Curriculum ◽  
Economic Education ◽  
Economic Activities ◽  
Social Studies Textbooks ◽  
Economic Reasoning ◽  
Economic Globalisation ◽  
Course Of Study

If we define ‘economic education’ as being identical to ‘teaching economies’, then economic education cannot be said to be included in the elementary school curriculum in Japan. However, pupils do learn about economic activities, industries, and economic institutions in social studies. In this article, the meaning of economic education is interpreted in the broad sense, in which pupils think about and understand economic reasoning and consider how people behave in an economic manner. In this sense, economic education is very much practised in Japan's elementary school social studies. The nature of this economic education can be understood from an examination of the national Course of Study. The present Course of Study was announced in 1989 and was put into effect in 1992 for elementary schools. This paper describes both the objectives and the content for each grade in the Course of Study, and illustrates these with examples of economic concepts in the present social studies textbooks and teaching material. It also outlines the new perspectives for economic education that arises through the study of economic globalisation and the conservation of the global environment, and suggests that these will require new forms of economic and social understanding.

scholarly journals Do The Textbooks Reflect the Curriculum? A Comparative Analysis of Social Studies Textbooks Taught in Public and Private Sector in Pakistan

2020 ◽  
Author(s):  
Mashaal Raza Khan ◽  
Hamid Ali Nadeem ◽  
Namood-e-Sahar .
Keyword(s):  
Comparative Analysis ◽  
Social Studies ◽  
Private Sector ◽  
National Curriculum ◽  
Text Book ◽  
Public And Private ◽  
Grade 5 ◽  
Social Studies Textbooks ◽  
Key Features ◽  
Public And Private Sector

Text book ought to be viewed as one of the numerous sources educators can attract after making a powerful exercise and may offer a system of direction and introduction. The analysis of textbook forms a necessary part in academics so as to devise the most appropriate content. The present study made a comparative account of textbooks for Grade 5 Social studies taught in public (i.e., Punjab textbook) and private sector (Oxford textbook) of Pakistan. The comparison was made on key features and on themes suggested by National Curriculum Council (2017) as a standard for textbook publishers. The findings demonstrated that both books contain activities and are clearly written, however, PTB is cheaper, possess low paper quality than OTB and was revised in 2018 whereas OTB has not revised since 2010. It is also suggested that both textbooks do not contain enough information as per NCC’s standard. It is suggested that government should take notice about it and publishers should be bound to deliver only that material in education sector that is according to the devised set of standards.

scholarly journals Investigating Changing In Social Studies Textbooks of Public Review (Basic Fourth and Fifth) Based on the Emphasis on Critical Thinking Skills Facione in the Last Three Decades

2017 ◽  
Vol 10 (3) ◽  
pp. 108
Author(s):  
Parinaz Aghababaeian ◽  
Shams Aldin Hashemi Moghaddam ◽  
Faezeh Nateghi ◽  
Alireza Faghihi
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Social Studies ◽  
Quantitative Methods ◽  
National Curriculum ◽  
Data Gathering ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Qualitative And Quantitative Methods ◽  
Social Studies Textbooks

This study investigated the changes in public school social studies textbooks in general period of Iran (fourth and fifth grades) based on the emphasis on Facione critical thinking skills in the past three decades. In this study, content analysis of qualitative and quantitative methods was used to evaluate changes in textbook. For this purpose, the unit of analysis was sentence.Due to the limited population that includes all social studies textbooks from the years 1984-1985 to 2014-2015of fourth and fifth grades (a total of 9 books) sampling and sample of the population selected for the study had not been made. The data gathering instruments were self-made content analysis checklist based on Facione elements and validity was determined by experts of education science. As well as the reliability of the instrument was calculated by the Ali Delaware formula showed 85% agreement coefficient.Overall, findings indicate that the social studies books in fourth and fifth grades of primary school, in terms of attention to other critical thinking skills were written in the last three decades is very weak. 90 new books written especially given the changes in the national curriculum document and document fundamental change was not anticipated and expected. Meanwhile fifth grade social studies book in terms of attention to other critical thinking skills (0%) compared to the fourth grade social studies books had poorer conditions.

scholarly journals Visualizing civic values: Representations of idealized citizenship behaviours in images found in Nepalese social studies textbooks

2020 ◽  
Vol 15 (1) ◽  
pp. 79-99 ◽  
Author(s):  
Rabi Shah ◽  
Peter Brett ◽  
Damon Thomas
Keyword(s):  
Social Studies ◽  
Teaching And Learning ◽  
National Curriculum ◽  
School Curriculum ◽  
Democratic Citizenship ◽  
National Unity ◽  
Black And White ◽  
Social Studies Textbooks ◽  
Teachers And Students ◽  
Civic Awareness

Citizenship and political education has increasingly been identified as an important component in educating young people for democratic citizenship. The National Curriculum Framework for School Education in Nepal 2007, the Nepalese social studies school curriculum, and textbooks explicitly underline the promotion of a democratic system and culture along with the development of civic and citizenship skills among Nepalese citizens. This article reports on a qualitative analysis of selected civic awareness images in Nepalese social studies textbooks using a ‘visual grammar’ framework. The analysis reveals that the images attempt to promote a message of national unity and respect for diversity in the country. However, the low quality black and white images and textbooks have some adverse teaching and learning implications for teachers and students and tend towards idealized representations.

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