scholarly journals A Case study on Social Studies Teaching utilizing CEDA(Cross Examination Debate Association)

2014 ◽  
Vol 61 (null) ◽  
pp. 49-75
Author(s):  
정성혜 ◽  
황경숙
Keyword(s):  
Social Studies ◽  
Social Studies Teaching

scholarly journals Institutional Control of Social Studies Teaching as Phronesis: A Multi-Case Study

2017 ◽  
Author(s):  
Austin Pickup
Keyword(s):  
Social Studies ◽  
Social Science ◽  
Practical Wisdom ◽  
Human Values ◽  
Educational Goals ◽  
Methodological Framework ◽  
School Based ◽  
The Impact ◽  
Social Studies Teaching

This paper presents findings from a multi-case study of social studies educators which focused on the impact of institutional requirements on social studies teaching as phronesis. The concept of phronesis, or practical wisdom of human values, occupies a central space in this study, acting as both the theoretical and methodological framework. As a theoretical framework, Aristotle’s articulation of phronesis, and its distinction from the intellectual states of episteme and techne, guided the development of research questions and acted as an entry point for analysis of participant data concerning the impact of school-based requirements on social studies teaching. As a methodological framework, this study is grounded in Flyvbjerg’s (2001) argument for a “phronetic social science,” which envisions social science work as contributing to dialogue about human values, rather than a vain attempt of strict prediction and explanation. I merge these considerations with the value and utility of qualitative case study, which functions as the study design. Based on this framing, I sought to gain an in-depth understanding of the role that schools play in the development or control of teacher’s practical wisdom and socially-minded educational goals. Answers to this question are discussed through the examination of four different cases of social studies teachers from Alabama. Through a thematic analysis of qualitative data, I illustrate that institutional teaching requirements largely constrained “phronetic” possibilities for social studies education. The major findings indicate that, rather than supporting professional teacher judgments and fostering socially conscious goals, school-based requirements pushed participants to implement technical pedagogies in order to meet pre-determined outcomes. I conclude with a discussion that critically evaluates the nature of contemporary educational reform and considers the place of social studies in this climate.

scholarly journals Examining (Re)Constructive History through the Experiences of Asian American Teachers

2021 ◽  
Vol 2 (3) ◽  
pp. 43-51
Author(s):  
Betina Hsieh
Keyword(s):  
Social Studies ◽  
Teacher Knowledge ◽  
Professional Learning ◽  
Asian American ◽  
Learning Opportunities ◽  
Teacher Dispositions ◽  
Teachers Experiences ◽  
Asian American Teachers ◽  
Social Studies Teaching

This article summarizes a case study of three Asian American teachers and their experiences in integrating Asian American perspectives into their social studies teaching. Through examining these teachers’ experiences, the importance of teacher dispositions, teacher knowledge of Asian American histories, and access to ongoing professional learning opportunities that centered equity emerged as critical to integrating Asian American perspectives into the curriculum. 

Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School – A Case Study

2017 ◽  
Vol 1 (2) ◽  
pp. 3 ◽  
Author(s):  
Christiane Gresse Von Wangenheim ◽  
Nathalia Cruz Alves ◽  
Pedro Eurico Rodrigues ◽  
Jean Carlo Hauck
Keyword(s):  
Instructional Design ◽  
Social Studies ◽  
21St Century ◽  
Multidisciplinary Approach ◽  
Design Approach ◽  
Instructional Unit ◽  
Computing Education ◽  
Interest And Motivation

In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating computing education within other subjects in the curriculum. The present study proposes an instructional unit for computing education in social studies classes, with students learning basic computing concepts by programming history related games using Scratch. The instructional unit is developed following an instructional design approach and is applied and evaluated through a case study in four classes (5th and 7th grade) with a total of 105 students at a school in (omitted for submission). Results provide a first indication that the instructional unit enables the learning of basic computing concepts (specifically programming) in an efficient, effective and entertaining way increasing also the interest and motivation of students to learn computing.

Threshold Concept Pedagogy for Antiracist Social Studies Teaching

2021 ◽  
Vol 23 (2) ◽  
pp. 87-94
Author(s):  
William L. Smith ◽  
Ryan M. Crowley ◽  
Sara B. Demoiny ◽  
Jenna Cushing-Leubner
Keyword(s):  
Social Studies ◽  
Threshold Concept ◽  
Social Studies Teaching
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