scholarly journals Space of Geography Content in Social Studies of School Education Curriculum in Nepal

2018 ◽  
Vol 17 ◽  
pp. 1-20
Author(s):  
Krishna Prasad Poudel
Keyword(s):  
Social Studies ◽  
Social Issues ◽  
Secondary Level ◽  
School Curriculum ◽  
School Education ◽  
Education Curriculum ◽  
The Social ◽  
Bona Fide ◽  
The Subject ◽  
Compulsory Subject

Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of the academic disciplinary subjects of social sciences, such as, geography, history, sociology, anthropology, civics, economics, psychology, culture including numbers of social issues and agendas in an integrated form including the past events in the study enables and inspires students to understand the present and become the bona fide citizens. The present paper has focused the position of geography content in the social studies of school education curriculum in Nepal. It has been over viewed in the context of content incorporated inside the subject according to the grades from basic to the secondary level and the delivery systems in each chapter. At the end, the final outcomes have been summarized as a form of suggestions to improve the disciplinary development of geography content in the social studies of school education curriculum. The Third Pole: Journal of Geography Vol. 17: 1-20, 2017

scholarly journals Students’ Future in the Virtual Sphere: Necessity of Personal, Social and Global Citizenship Education at Elementary Level

2020 ◽  
Vol 5 (2) ◽  
pp. 178-199
Author(s):  
Hafiz Kosar ◽  
Najam ul Kashif
Keyword(s):  
Social Studies ◽  
Developing Country ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Elementary Level ◽  
The Social ◽  
The World ◽  
Class 1 ◽  
The Subject ◽  
Compulsory Subject

School education serves as ladder and the students of today are leaders of future. Future of the generations is in clutches of virtual sphere. Pakistan, being a developing country is also working to meet the challenges of the world and pace with it. From class 1 to 8, the subject of Social Studies is taught as a compulsory subject to teach personal, social and citizenship Education to Pakistani students. Presented study was designed to highlight the dire need of aforementioned education in bridging the virtual sphere as well as to identify how much Personal, Social and global citizenship is conceptualized through the curriculum of Social Studies and what more is required to add up. To achieve the aim of the study, documental analysis of the social studies curriculum and textbooks was done. Each level book was analyzed according to the set parameters given by OXFAM (2015) and UNESCO (2015) Guides for Schools. The findings revealed textbooks need to improve some areas.

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.

scholarly journals Place of Geography in School Level Curriculum

2021 ◽  
pp. 101-110
Author(s):  
Suman Kumar Shrestha
Keyword(s):  
Secondary Level ◽  
Educational Process ◽  
School Level ◽  
Student Experiences ◽  
National Examination ◽  
The Social ◽  
The Subject ◽  
Compulsory Subject ◽  
Examination Board ◽  
Development Center

This paper examines the place of geography in the school- level curriculum in Nepal. The rearm curriculum defines as the totality of student experiences that occur in the educational process. Specifically, it is referred to a planned sequence of instruction, or a view of the student'; experiences in terms of the educator; or school's; instructional goals. After the establishment of Durbar High School in Nepal in 1910 and the School Leaving Certificate Board in 1990, the subject of Geography was formally introduced. This subject had recognized as a compulsory subject at the school level curriculum before the NESP. After the NESP (1971), the issue had allocated 50 marks, becoming has becomes an optional subject since 1982. Geographic concepts have been taught after the introduction of the social studies curriculum at the secondary level since 1992.At present, geography is teaching in Nepal as an elective subject from secondary level to higher education. However, this subject seems less of a priority for students than mathematics, computer, and account. For this purpose, data collected from the review of the report published from the Education Commissions, Curriculum Development Center, the records of the National Examination Board, e-resources, and other concerned bodies. This paper concludes that geography subject at the school level is in a crisis. However, with the inclusion of geographic information systems (GIS) and spatial planning in the curriculum from the school level, the future of this subject looks bright.

scholarly journals Analysis of Social Studies Material in Primary School Curriculum

2018 ◽  
Vol 5 (4) ◽  
pp. 4573-4576
Author(s):  
Asnawi . ◽  
Bunga Mulyahati ◽  
Ronald Fransyaigu
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Fourth Grade ◽  
School Curriculum ◽  
The Social ◽  
Primary School Curriculum ◽  
Concrete Operational ◽  
School Selection ◽  
Thematic Learning ◽  
Selection Of

This study aims to assess the Social Studies material contained in the book of integrated thematic curriculum in 2013 the fourth grade of primary school. Selection of the fourth grade of primary school due to the initial implementation of integrated thematic learning in curriculum 2013 in a high-class curriculum. This study used a qualitative approach with a particular method of discourse analysis and content analysis of the data obtained through text analysis and documentation. Which is the object of this research is the book of integrated thematic curriculum fourth grade of primary school in curriculum 2013. Social Studies material is organized from the teaching materials and simple close around the child to a more extensive and complex. Depth presentation of the material in the textbook Social Studies  the fourth grade of primary school thematic curriculum is associated with students' knowledge. The level of difficulty of the material adapted to the development of learners who are at the stage of "concrete-operational", giving the students in understanding the material.

scholarly journals PENGINTEGRASIAN MATERI ISLAM DI INDONESIA DENGAN HASIL KEBUDAYAAN ISLAM (GREBEG SURO DI JIPANG, CEPU, BLORA, JAWA TENGAH)

2020 ◽  
Vol 3 (2) ◽  
pp. 126
Author(s):  
Fitriah Hanim ◽  
Sariyatun Sariyatun
Keyword(s):  
Social Studies ◽  
Social Science ◽  
School Curriculum ◽  
Social Attitudes ◽  
Local Culture ◽  
Social Studies Curriculum ◽  
Mutual Cooperation ◽  
Historical Material ◽  
The Social

Social Science lessons that have been in the school curriculum only exemplify and discuss material globally or nationally. And students pay less attention and are less interested because the scope is not in their environment. From these problems, in the social studies curriculum it is necessary to add local historical material related to the local culture. Which in this case is the national material on Islamic material in Indonesia and its cultural results, the example of that culture can be exemplified is Grebeg Suro Jipang. It is expected that from studying this material, students know the benefits of learning to preserve and can benefit from learning, at least from the meaning of the grebeg, the attitude that can be learned is social attitudes such as mutual cooperation, cooperation, and sharing with others. Nor do spiritual attitudes like gratitude.  

scholarly journals Search for ‘Self’ in Jamaica Kincaid’s Annie John, Lucy and See Now Then

2018 ◽  
Vol 9 (3) ◽  
pp. 901-905
Author(s):  
Archana Verma
Keyword(s):  
Black Women ◽  
End Of Life ◽  
Social Issues ◽  
Identity Crisis ◽  
Cultural Issues ◽  
The Social ◽  
Search For Self ◽  
The Subject ◽  
Individual Self

The subject of ‘self’ is a much wider concept which amalgamates the cultural issues and the social issues which eventually leads to the identity crisis of a black women. The study of Kincaid’s novels recapitulates the idea of the fight of an individual self right from the beginning till the end of life. The three novels run in continuation and present the different stages of a woman’s life and the struggle which she encounters at the every phase of life. This paper also contemplates the idea that a woman never fails to strive for her identity even in the adverse circumstances.

scholarly journals Citizenship Education: The Perceptions of Social Studies Omani Student Teachers

2013 ◽  
Vol 7 (4) ◽  
pp. 446
Author(s):  
Saif N. AlMaamari ◽  
Ian Menter
Keyword(s):  
Social Studies ◽  
Student Teachers ◽  
Citizenship Education ◽  
School Curriculum ◽  
Teacher Preparation Programs ◽  
Practical Training ◽  
Preparation Programs ◽  
The Social ◽  
Wide Range ◽  
Analytic Induction

The purpose of this study was to investigate the perceptions of Omani student-teachers of social studies major about citizenship and citizenship education. Interviews were used to achieve this purpose. Ten students participated in the study: 5 females and 5 males. Data were analyzed qualitatively using analytic induction and interpretive analytic framework. Qualitative results show a wide range of interesting views on citizenship that highlighted the influence of the social, cultural and political context in shaping the meaning of citizenship and citizenship education. The results from interviews can be classified into five categories: (a) Citizenship is a multi-faceted concept; (b) Citizenship education is a crucial area in the school curriculum; (c) social studies is still the main approach of introducing citizenship education; (d) citizenship education is an area which is missing in teacher preparation programs and (e) Citizenship education is practiced to an extent in practical training programs. 

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.

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