scholarly journals Facing the New Situation of Religious Education in Iceland

Religions ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 537
Author(s):  
Gunnar J. Gunnarsson
Keyword(s):  
Social Studies ◽  
Religious Education ◽  
Religious Diversity ◽  
National Curriculum ◽  
Curriculum Guide ◽  
The Social ◽  
Societal Changes ◽  
Compulsory Schools ◽  
New Situation ◽  
Shed Light

Over the last two decades, Iceland has faced rapid societal changes in many ways, and cultural and religious diversity has grown faster than ever before. This has influenced the curricula of religious education. In 2011/2013, drastic changes were made to the National Curriculum Guide, and the curricula of individual subjects were merged into larger entities. Religious education thus became a part of the social studies curriculum, together with history, geography, sociology, life skills, ethics and philosophy. The aim of this article is to explore and discuss the influences of the societal changes in Iceland on religious education in compulsory schools. As little research exists on the consequences of the changes made to the curriculum for the practice of religious education, the focus will also be on some of the research that can shed light on the changing conditions of religious education in Iceland, such as Icelanders’ attitudes towards religion, and parents’ attitudes towards religious education in compulsory school. Particular attention will be paid to research into young people’s views towards the growing cultural and religious diversity in Iceland. The aim is to understand better the new situation of religious education in Iceland and the changes that have been made to the National Curriculum Guide.

Teaching About Africa South of the Sahara in American Secondary Schools -- A Survey and a Challenge

1968 ◽  
Vol 11 (01) ◽  
pp. 18-27
Author(s):  
Barry K. Beyer
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Western Civilization ◽  
Academic Training ◽  
Social Studies Curriculum ◽  
Curriculum Guide ◽  
The Social ◽  
Dark Continent ◽  
Ready Access

The study of Africa south of the Sahara in American secondary schools has traditionally been most conspicuous by its absence. In fact, the secondary-school social studies curriculum, oriented as it has always been to the study of western civilization, has rarely allowed for the study of any nonwestern region or culture, least of all that of the “Dark Continent.” Now, however, this situation is changing, and changing rapidly. Considerable efforts are being made today to introduce the study of the Non-West into the curricula of many secondary schools. And, for a variety of reasons, an increasing number of schools are making special efforts to include Africa south of the Sahara in this study. These efforts, however, are proving a difficult, if not insurmountable, challenge for most teachers and curriculum builders. Few, indeed, are the social studies teachers and supervisors with the academic training or extended living experience in the lands below the Sahara required to provide the insights upon which a worthwhile study of this region can be structured. Most schools do not have ready access to the advice of Africaniste on this subject. Even worthwhile printed guidelines for designing a study of this region are sorely lacking; with the exception of Leonard Kenworthy's Studying Africa in Elementary and Secondary Schools (10), there is not a single book, pamphlet, handbook, or curriculum guide to which teachers may profitably turn for help.

scholarly journals ANALISIS KELAYAKAN VIDEO PEMBELAJARAN IPS JENJANG MI/SD DI PLATFORM YOUTUBE PADA MATERI KERAGAMAN AGAMA DI INDONESIA

2021 ◽  
Vol 6 (2) ◽  
pp. 57
Author(s):  
Waluyo Satrio Adji ◽  
Muhammad Iqbal Ansari ◽  
Abdul Bashith ◽  
Melani Albar
Keyword(s):  
Social Studies ◽  
Religious Diversity ◽  
Secondary Data ◽  
Qualitative Approach ◽  
Education Standards ◽  
National Education ◽  
The Social ◽  
Different Content ◽  
National Education Standards

Abstrak: Tujuan dari penelitian ini untuk menganalisis dan mendeskripsikan kelayakan video pembelajaran di platform youtube materi keragaman agama di Indonesia. Pendekatan kualitatif dengan studi dokumentasi digunakan dalam penelitian ini, secara khusus pengumpulan data sekunder dikumpulkan melalui platform yotuber dengan kata kunci “IPS keragaman Agama di Indonesia”, kemudian video dianalisis berdasarkan Standar Kelayakan dari Badan  Standar  Nasional  Pendidikan  (BSNP) yaitu aspek isi dan penyajian, bahasa.  Hasilnya peneliti menganalisis duabelas video pembelajaran IPS dari chanel yang berbeda, rata-rata pada aspek isi sebesar 67,5% berpredikat layak; bahasa sebesar 71,4% berpredikat layak; penyajian sebesar 73,3% berpredikat layak; kegrafikan sebesar 71,5% berpredikat layak. Pada ke empat aspek kelayakan menandakan bahwa videp pembelajaran IPS layak untuk dijadikan rujukan dalam Pembelajaran.FEASIBILITY ANALYSIS OF MI/SD IPS LEARNING VIDEO IN YOUTUBE PLATFORM ON RELIGIOUS DIVERSITY MATERIALS IN INDONESIAAbstract: The purpose of this study is to analyze and describe the feasibility of learning videos on the YouTube platform on the diversity of religions in Indonesia. A qualitative approach with a documentary study is used in this research, in particular, secondary data was collected through the YouTuber platform with the keyword "IPS on Religious Diversity in Indonesia", then a video based on the Feasibility Standards from the National Education Standards Agency (BSNP), namely content and presentation aspects, language. The results of the researchers analyzed the social studies learning videos from different content, on average 67.5% of the content aspect was predicated; language of 71.4% has a decent predicate; presentation of 73.3% was categorized as feasible; 71.5% of the predicate is feasible. The four aspects of feasibility indicate that the social studies learning video is feasible to be used as a reference in learning.

O ENSINO RELIGIOSO EM QUESTÃO: OLHARES E PERSPECTIVAS "Religious Education in question: looks and prospects"

2014 ◽  
Vol 5 (9) ◽  
pp. 137
Author(s):  
Danielle Ventura Bandeira de Lima
Keyword(s):  
Religious Education ◽  
Religious Diversity ◽  
Pierre Bourdieu ◽  
Field Research ◽  
Special Significance ◽  
Relative Autonomy ◽  
The Social ◽  
Religious Teaching ◽  
Local Perspective

O Ensino Religioso tem sido alvo de análises de vários estudiosos de diferentes estados brasileiros em perspectiva local. De um modo geral, apontam-se os entraves deste componente curricular, a partir de pesquisas de campo nas quais é enfatizada a relevância da diversidade religiosa no seio da sala de aula e destacadas a problemática do proselitismo presente no discurso dos professores responsáveis por ministrar os seus conteúdos. Na presente abordagem, são apresentados os diversos agentes da sociedade que têm influenciado no tipo de Ensino Religioso existente no Brasil, suas mudanças de perspectiva e o lugar social ocupado por cada um deles. Para tanto, o conceito de autonomia relativa de Pierre Bourdieu tem aqui um significado especial, já que permite que se reflita sobre como o Ensino Religioso é construído em um campo de tensões marcado por debates que vão desde a defesa do ensino catequético à total exclusão na grade curricular da educação básica.Palavras-chave: Ensino Religioso. Autonomia Relativa. Pluralidade. AbstractReligious Education has been the target of several analysis of different scholars in diferent Brazilian States in local perspective. Generally speaking, the center of this component through curricular barriers from field research in which emphasized the importance of religious diversity within the classroom and highlighted the problem of proselytism in the speech of teachers responsible for giving their content. In this text we try to appoint the various actors of society that have influenced the type of religious teaching in Brazil, its changes of perspective and the social place occupied by each of them. On this attempt the concept of relative autonomy of Pierre Bourdieu has a special significance, since it allows us to reflect on how the religious teaching is built on a field of tensions marked by discussions ranging from the defense of catechetical teaching to total exclusion on curriculum of basic education.Keywords: Religious Education. Relative Autonomy. Plurality.

scholarly journals Ämnesövergripande undervisning i SO-ämnena i svensk grundskola - vad säger lärarna?

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Tord Göran Olovsson
Keyword(s):  
Social Studies ◽  
Teaching Practice ◽  
National Curriculum ◽  
State Level ◽  
Religious Studies ◽  
Compulsory School ◽  
The Social ◽  
Knowledge Requirements ◽  
Complex Knowledge ◽  
The Individual

Det har från statligt håll under många år funnits en ämnesövergripande ambition för undervisningen i SO i årskurs 4–6 i svensk grundskola. I och med införandet av den nuvarande läroplanen (Lgr 11) fick dock de enskilda SO-ämnena (geografi, historia, religionskunskap och samhällskunskap) en mera framträdande roll i kursplanerna. Lgr 11 innebar också att betyg infördes från årskurs 6, med kunskapskrav för varje SO-ämne. Lgr 11 föreskriver dock också att eleverna ska ges möjligheter att arbeta ämnes-övergripande. Det finns dock indikationer på att undervisningen i SO i årskurs 4–6 på många skolor, inte sker ämnesövergripande. Studiens syfte är att beskriva och analysera möjligheter och utmaningar som lärare i årskurs 4–6 ser med ämnesövergripande undervisning i SO. Det empiriska materialet består av semi-strukturerade intervjuer med sex lärare. Resultaten, analyserade främst i relation till Blanck (2014), Ross (2006a) samt Carlgren (2016) visar att möjligheter som lärarna anger med ämnesövergripande undervisning i SO är att det kan ge eleverna helhetsförståelse och sammanhang, utifrån lärarnas beskrivningar av vad som är gemensamt för SO-ämnena. Utmaningar för ämnesövergripande undervisning gäller främst bedömning och betygsättning i förhållande till kunskapskraven i varje SO-ämne. Lgr 11:s summativa bedömningsfokus avspeglar sig i lärarnas resonemang, och påverkar även deras undervisningspraktik, främst på så sätt att det försvårar elevers utveckling av de mer komplexa kunskaper som ämnesövergripande undervisning kan ge. Nyckelord: ämnesövergripande undervisning, SO-ämnen, synteskunskaper, bedömning, kunskapskrav Subject-integrated teaching in the social studies subjects in Swedish compulsory school – What do the teachers say? AbstractFor many years, at the state level, there has been an ambition for subject-integrated teaching in years 4–6 in Swedish compulsory school. However, with the introduction of the current national curriculum (Lgr 11), the individual social studies subjects (civics, geography, history and religious studies) became more prominent in the national syllabi. Lgr 11 also included a new grading system, now starting from year 6, with knowledge requirements for each social studies subject. However, Lgr 11 also stipulates that students should be given the opportunity to work subject-integrated. But there are indications that current teaching in social studies in years 4–6 at many schools, does not occur subject-integrated. The purpose of the study is to describe and analyse teachers’ views of opportunities and challenges regarding subject-integrated teaching in social studies in years 4–6. The study is based on interviews with six teachers. The results, analysed mainly in relation to Blanck (2014), Ross (2006a) and Carlgren (2016), show that the teachers state that the potential in subject-integrated teaching is that it can develop students’ understanding of the whole, based on the teachers’ descriptions of what is common for the social studies subjects. Challenges for subject-integrated teaching mainly concern assessment and grading, in relation to the knowledge requirements in each subject. The summative focus in Lgr 11 is also reflected in the teachers’ views, and also affects their teaching practice, primarily in such a way that the summative focus makes it difficult for students to develop the more complex knowledge that subject-integrated teaching can provide. Keywords: subject-integrated teaching, social studies subjects, synthesized knowledge, assessment, knowledge requirements

scholarly journals Inclusion of Civic Education in Social Studies Subject at Primary Level in AJK: A Perspective Study

2020 ◽  
Vol 1 (4) ◽  
pp. 282-288
Author(s):  
Arshad Mahmood Arshad ◽  
Dr. Khushbakht Hina ◽  
Tariq Mahmood Tariq
Keyword(s):  
Social Studies ◽  
Sample Size ◽  
Civic Education ◽  
Primary Schools ◽  
National Curriculum ◽  
Sampling Technique ◽  
Target Population ◽  
Social Studies Teachers ◽  
Primary Level ◽  
The Social

The main objective of the study was to investigate the perceptions of social studies teachers about the execution of civic education in government girls and boys schools at the primary level in Azad Jammu & Kashmir. The present study was quantitative and the survey was used as the research design. 102 teachers of social studies of grade 4th and 5th from girls/boys primary schools of district Muzaffarabad, Mirpur, and Poonch AJK was the target population. The sample size was determined by using a stratified proportionate sampling technique and the sample size was calculated by online Raosoft sample size determining formula. Thus the sample size was 46. In the present study, a questionnaire was used as a research tool, and a questionnaire was developed based on a national curriculum document for social studies grade 4th and 5th will be used to investigate perceptions of social studies teachers. To validate items of the questionnaire, these were reviewed twice, once by a panel of experts in education and statistics. Ambiguous items and statements were omitted.  The reliability of the questionnaire was to find out through Cronbach Alpha. Its value was found at 0.85. For data collection, a questionnaire was administered to the sampled social studies teachers of grades 4th and 5th of District Muzaffarabad, Mirpur, and Poonch Azad Jammu & Kashmir by the researcher personally. Quantitative data analysis was performed by using Statistical Packages for the Social Sciences (SPSS). And results were presented in the form of destructive, inferential statistics.

Sign in / Sign up

Export Citation Format

Share Document