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 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.

Arithmetic in the Total School Program

1957 ◽  
Vol 4 (6) ◽  
pp. 235-239
Author(s):  
James Curtin
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
School Curriculum ◽  
School Program ◽  
Arithmetical Knowledge ◽  
Arithmetic Instruction

Effective arithmetic instruction is not confined solely to arithmetic periods. The demands placed upon the arithmetical knowledge of the children are inherent in all subjects in the elementary school curriculum. In some areas of study these demands are enormous while in others they are less significant. However, if we can generalize at all, we can say that knowledge of arithmetic or a knowledge of quantity is necessary in every subject that is taught in the elementary school. Indeed, we might go further to say that the understandings derived from studying the sciences, social studies, even spelling, music and art are dependent in some measure upon the quantity involved.

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.

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