scholarly journals Learning Model Of Reflective Inquiry Based On Environment As A Source Of Learning Ips Education

2020 ◽  
Author(s):  
mulono apriyanto bin sugeng rijanto
Keyword(s):  
Social Studies ◽  
Cultural Values ◽  
Social Action ◽  
Social Issues ◽  
Active Role ◽  
Social Studies Education ◽  
Reflective Inquiry ◽  
Value Analysis ◽  
Good Citizen ◽  
Inquiry Approach

Social Sciences Education (IPS) is very closely related to factual issues that occur in the midst of society. Because social studies learningmaterial is very closely related to social values and national cultural values. One of the characteristics of social studies education is the development ofvalues, value analysis and its application in social action. Social issues can be defined as problems that occur in the midst of society that have not beenresolved and invite the attention of the community as citizens. In solving social problems, Social Studies Education must take an active role. Oneapproach that can be used to solve this social problem is through the reflective inquiry approach. Through the reflective inquiry approach, students aretaught how to use social skills to solve factual problems that occur in daily life in the midst of society. Social studies education must be able to helpstudents control themselves in life and apply these values in their behavior in the midst of society. Social studies education must be able to develop thecommunity into a good citizen, familiar with all elements of the environment, be wise and wise in fostering relationships, exploring, and developingvarious forms of elements of the existing cultural environment.

Moral Psychology and Social Change: The Case of Abolition

2019 ◽  
Vol 49 (4) ◽  
pp. 567-590
Author(s):  
Michael W. Rota
Keyword(s):  
Cultural Values ◽  
Moral Psychology ◽  
Social Action ◽  
Large Scale ◽  
Social Issues ◽  
Motivated Reasoning ◽  
Psychological Research ◽  
Test Case ◽  
Northern United States ◽  
Eighteenth And Nineteenth Centuries

The examination of a test case, the popular movement to abolish slavery, demonstrates that the insights of recent psychological research about moral judgment and motivated reasoning can contribute to historians’ understanding of why large-scale shifts in cultural values occur. Moral psychology helps to answer the question of why the abolitionist movement arose and flourished when and where it did. Analysis of motivated reasoning and the just-world bias sheds light on the conditions that promoted recognition of the moral wrongfulness of chattel slavery, as well as on the conditions that promoted morally motivated social action. These findings reveal that residents of Great Britain and the northern United States in the eighteenth and nineteenth centuries were in an unusually good position to perceive, and to act on, the moral problems of slavery. Moral psychology is also applicable to other social issues, such as women’s liberation and egalitarianism.

scholarly journals Citizenship in Our Place: Exploring New Zealand Young People's Everyday, Place-Based Perspectives on Participation in Society

2021 ◽  
Author(s):  
◽  
Bronwyn Elisabeth Wood
Keyword(s):  
New Zealand ◽  
Young People ◽  
Social Studies ◽  
Focus Groups ◽  
Social Action ◽  
Social Issues ◽  
Social Studies Teachers ◽  
Lifelong Learners ◽  
Standing Up ◽  
Taking Action

<p>Developing more active citizens has been a feature of policies in many nations in recent years. Educational curricula in particular have been viewed as an important way to deliver this goal. The revised New Zealand Curriculum (2007) is an example of this, with a vision to develop young people who will be confident, connected, actively involved, lifelong learners (p. 8) who will themselves “participate and take action as critical, informed, and responsible citizens” (p. 17). In this thesis, I explore how New Zealand young people are currently participating as citizens by examining their conceptions and practices of social action alongside those of their teachers. My approach draws attention to spatial and relational aspects of young people’s everyday, place-based perspectives on participation in society. The conceptual and theoretical framework underpinning this research is developed through Bourdieu’s analytical concepts of habitus, field and capital, and Mills’ (1959) “sociological imagination”. Participants in this research included 122 social studies students (n=122) aged between 14 and 18 years old, and their teachers (n=27) from four diverse secondary schools in New Zealand. Data collection included café-style focus groups with young people, as well as visual data generated by participation in Photovoice research. More traditional focus groups were also undertaken with social studies teachers at each of the four schools. Taking an everyday, place-based approach to youth participation opened up new and relatively unexplored landscapes of participation. Young people provided many examples of how they were “taking action” through formal opportunities (provided by their teachers, schools and communities), as well as informal ways, such as standing up against a bully, or reducing water usage. Through their identification of social issues that needed addressing, it was possible to see their citizenship imaginations at play. Social studies teachers played a significant role in shaping young people’s awareness of social issues as well as providing them with opportunities to take action on these issues. The findings revealed the enduring importance of young people’s everyday experiences of inclusion/exclusion within places, as well as the contribution of the participatory capital of their teachers, families and communities, in shaping their citizenship perceptions, imaginations and actions.</p>

History and Social Studies Curriculum

2020 ◽  
Author(s):  
Wayne Ross
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Issues ◽  
Social Studies Education ◽  
School Curriculum ◽  
Curriculum Standards ◽  
Social Studies Curriculum ◽  
The Core ◽  
The Social ◽  
Widespread Agreement

Social studies education has had a turbulent history as one of the core subjects in the school curriculum. The fundamental content of the social studies curriculum – the study of human enterprise across space and time –however, has always been at the core of educational endeavors. It is generally accepted that the formal introduction of social studies to the school curriculum was instigated by the 1916 report of the National Education Association’s Committee on Social Studies, which emphasized development of citizenship values as a core aim of history and social science education. Earlier commissions of the N.E.A. and American Historical Association heavily influenced the Committee on Social Studies recommendations. The roots of the contemporary social studies curriculum, therefore, can be traced to two distinct curriculum reform efforts: the introduction of academic history into the curriculum and citizenship education. There is widespread agreement that the aim of social studies is citizenship education, that is the preparation of young people so that they possess the knowledge, skills, and values necessary for active participation in society. This apparent consensus, however, has been described as almost meaningless because social studies educators continue to be at odds over curricular content as well as the conception of what it means to be a good citizen. Since its formal introduction into the school, social studies curriculum been the subject of numerous commission and blue-ribbon panel studies, ranging from the sixteen-volume report of the American Historical Association’s Commission on Social Studies in the 1930s to the more recent movement for national curriculum standards. Separate and competing curriculum standards have been published for no less than seven areas of that are part of the social studies curriculum: United States and global history, economics, geography, civics, psychology, and social studies. Social studies curriculum is defined a lack of consensus and has been an ideological battleground with ongoing debates over its nature, purpose, and content. Historically there have been a diverse range of curricular programs that have been a prominent within social studies education at various times, including the life adjustment movement, progressive education, social reconstructionism, and nationalistic history. The debate over the nature, purpose, and content of the social studies curriculum continues today, with competing groups variously arguing for a social issues approach, the disciplinary study of history and geography, or action for social justice as the most appropriate framework for the social studies curriculum.

Social Issues, Social Action, and the Social Studies

1972 ◽  
Vol 72 (5) ◽  
pp. 230-237 ◽  
Author(s):  
Anna Ochoa ◽  
Gary Manson
Keyword(s):  
Social Studies ◽  
Social Action ◽  
Social Issues ◽  
The Social

scholarly journals MENINGKATKAN SIKAP DEMOKRATIS SISWA DENGAN MODEL PEMBELAJARAN SIMULASI SOSIAL PADA PELAJARAN PKn KONTEKS IPS

2016 ◽  
Vol 22 (1) ◽  
Author(s):  
Ana Andriani
Keyword(s):  
Social Studies ◽  
Simulation Model ◽  
Social Problem ◽  
Citizenship Education ◽  
Social Relationship ◽  
Social Issues ◽  
Social Simulation ◽  
Education Students ◽  
Good Citizen ◽  
The Social

This paper is intended to strengthen social studies education especially in citizenship education in developing and increasing students’ democratic attitude through social simulation model. This research is done to expand the students’ awareness of social issues in order to they can play important role as good citizen. Social simulation model is offered as alternative solution to solve the social problem in students’ daily activities in society. The dispute between students group is considered caused by low of students’ awareness of democratic attitude. By developing this model, students can work cooperatively in building social relationship and correspondence, also avoiding solving social problem by anarchies.Key words: citizenship education, students’ democratic attitude, social simulation model.                                                                                                                                  

scholarly journals Citizenship in Our Place: Exploring New Zealand Young People's Everyday, Place-Based Perspectives on Participation in Society

2021 ◽  
Author(s):  
◽  
Bronwyn Elisabeth Wood
Keyword(s):  
New Zealand ◽  
Young People ◽  
Social Studies ◽  
Focus Groups ◽  
Social Action ◽  
Social Issues ◽  
Social Studies Teachers ◽  
Lifelong Learners ◽  
Standing Up ◽  
Taking Action

<p>Developing more active citizens has been a feature of policies in many nations in recent years. Educational curricula in particular have been viewed as an important way to deliver this goal. The revised New Zealand Curriculum (2007) is an example of this, with a vision to develop young people who will be confident, connected, actively involved, lifelong learners (p. 8) who will themselves “participate and take action as critical, informed, and responsible citizens” (p. 17). In this thesis, I explore how New Zealand young people are currently participating as citizens by examining their conceptions and practices of social action alongside those of their teachers. My approach draws attention to spatial and relational aspects of young people’s everyday, place-based perspectives on participation in society. The conceptual and theoretical framework underpinning this research is developed through Bourdieu’s analytical concepts of habitus, field and capital, and Mills’ (1959) “sociological imagination”. Participants in this research included 122 social studies students (n=122) aged between 14 and 18 years old, and their teachers (n=27) from four diverse secondary schools in New Zealand. Data collection included café-style focus groups with young people, as well as visual data generated by participation in Photovoice research. More traditional focus groups were also undertaken with social studies teachers at each of the four schools. Taking an everyday, place-based approach to youth participation opened up new and relatively unexplored landscapes of participation. Young people provided many examples of how they were “taking action” through formal opportunities (provided by their teachers, schools and communities), as well as informal ways, such as standing up against a bully, or reducing water usage. Through their identification of social issues that needed addressing, it was possible to see their citizenship imaginations at play. Social studies teachers played a significant role in shaping young people’s awareness of social issues as well as providing them with opportunities to take action on these issues. The findings revealed the enduring importance of young people’s everyday experiences of inclusion/exclusion within places, as well as the contribution of the participatory capital of their teachers, families and communities, in shaping their citizenship perceptions, imaginations and actions.</p>

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