scholarly journals How Are Pre-Service Social Studies Teachers’ Major Subjects Related to their Perspectives on the Nature of Social Studies Education?

2018 ◽  
Vol 50 (4) ◽  
pp. 225-245
Author(s):  
황경숙 ◽  
Hyung Joon Park
Keyword(s):  
Social Studies ◽  
Social Studies Education ◽  
Social Studies Teachers

Social studies and beyond: attending to informal citizenship education in schools

2018 ◽  
Vol 13 (2) ◽  
pp. 289-300
Author(s):  
Mark T. Kissling
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Design Methodology ◽  
Social Studies Education ◽  
Subject Area ◽  
Social Studies Teachers ◽  
Content Type ◽  
Daily Interactions

Purpose Although social studies teachers are charged with explicitly teaching about citizenship, all teachers in a school implicitly teach about citizenship. That is, in their daily interactions with students, whether specific to subject area content or not, teachers impart lessons to their students about what citizenship is and what it means to be a citizen. The paper aims to discuss these issues. Design/methodology/approach Examining the “powerful” stories of three teachers, only one of whom teaches social studies, this paper focuses on “informal citizenship education” across schools. Findings It concludes with implications for workers in and beyond the field of social studies education. Originality/value Ultimately, it suggests that as notions of citizenship education expand to include informal citizenship education, teachers will better teach students to be effective citizens.

scholarly journals The Role of Instructional Resources amongst Social Studies Teachers in Nigeria: The Quest for Effectiveness in Classroom Pedagogy

2020 ◽  
Vol 10 (2) ◽  
pp. 164
Author(s):  
Sunday David Edinyang ◽  
Abigail Ojong Ejoh ◽  
Amina Peter Adams
Keyword(s):  
Social Studies ◽  
Primary Education ◽  
Social Studies Education ◽  
Education Level ◽  
Instructional Materials ◽  
Social Studies Teachers ◽  
Instructional Resources ◽  
Conceptual Clarification

This paper aims at discussing the role, awareness and use of instructional materials/resources as a prerequisite for attaining effective social studies education in Nigeria. In doing this a conceptual clarification of the concept of social studies education as given by experts in the field was taken. The origin of social studies in Nigeria was analyzed. The objectives of social studies education at the post-primary education level and its characteristics were discussed. The concept of Social Studies instructional materials and resources were elaborated. A critical look was taken at instructional materials and its types as well as their relevance to Social Studies education. A look was also taken at constrains of utilization of instructional materials and resources. Criteria for selecting materials and resources for Social Studies classroom as well as sources of social studies resources instructional materials were touched. Instructional materials for effectiveness in classroom pedagogy were carefully discussed. Recommendations were not left out.

scholarly journals Why We Teach: Autobiographies of Traditionally and Alternatively Certified Pre-Service Social Studies Teachers

2014 ◽  
Author(s):  
Susan Santoli
Keyword(s):  
Active Learning ◽  
Social Studies ◽  
Social Studies Education ◽  
Learning Opportunities ◽  
Social Studies Teachers ◽  
Alternatively Certified ◽  
Traditional Certification ◽  
The Social ◽  
K 12 ◽  
Significant Adults

This study describes the analysis of the social studies autobiographies of 46 students compiled over a 15 month period. Two major questions were addressed: (1) what motivational patterns are revealed in these autobiographies and (2) what differences and similarities exist in the autobiographies of students seeking alternative and traditional certification. Both groups noted the influence of family and other significant adults, and the influence of social studies teachers, both K-12 and postsecondary, in their decisions to pursue social studies teaching careers. There were more similarities than differences between the two groups. The autobiographies echoed influences that are found in the literature, and reveal that active learning opportunities and inspiring teachers are important in motivating students to pursue careers in social studies education.

scholarly journals The Internet and Quality Social Studies Education for Sustainable Development in Post-Covid-19: a Review

2021 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Sunday Obro
Keyword(s):  
Sustainable Development ◽  
Qualitative Study ◽  
Social Studies ◽  
21St Century ◽  
Social Studies Education ◽  
Education For Sustainable Development ◽  
Internet Usage ◽  
Social Studies Teachers ◽  
The Internet ◽  
Study Approach

The Internet has its fundamental prerequisite needed by all to outlive the challenges of the 21st century. Quality Social Studies Education for sustainable development is significantly necessary for today’s Nigeria in post-covid-19. The paper pointed out that the Internet can be used for quality Social Studies Education for sustainable development in Nigeria. Suggestions on how to use the Internet for quality Social Studies Education for sustainable development were made. The paper employed a qualitative study approach. It discussed the Internet and quality Social Studies Education for sustainable development. It further discusses Social Studies Education and the concept of the Internet. It also looked at various scholars’ views on sustainable development. It went further to x-rayed the interaction with the Internet and the Internet for quality Social Studies Education for sustainable development. These include, among others, exposure of Social Studies teachers to internet usage for quality Social Studies Education for sustainable development and making school Net, Nigeria Dig Net a reality in Nigeria.

scholarly journals The Reality of Employing the Learning-in-Nature Approach in Teaching Social Studies Education in Oman

2021 ◽  
Vol 45 (1) ◽  
pp. 202-234
Keyword(s):  
Social Studies ◽  
Grade Level ◽  
Social Studies Education ◽  
Social Studies Teachers ◽  
Years Of Experience ◽  
Teachers Perceptions ◽  
Teachers Perspectives ◽  
The Impact ◽  
Very High ◽  
Learning In Nature

The study aimed at identifying the reality of using learning-in- nature approach in teaching social studies education in Muscat Governorate in Oman from the viewpoints of teachers. A related purpose was to examine the impact of gender, teachers' qualification, years of experience, and grade level on teachers' perspectives. The researchers developed a questionnaire consisting of three domains: teachers' knowledge about learning in nature; the benefits of learning in nature; and the challenges that teachers encountering in teaching according to this approach. A total of 85 social studies teachers responded to the questionnaire. The results of the study revealed that teachers' knowledge and practices of learning in nature approach was rated as high while their rating of the benefits of the approach was very high. Yet, they believed that the challenges encountering them in using this approach is moderate. The results also showed no statistically significant effects of gender, teachers' qualification, years of experience, and the grade level on teachers' perceptions related to using the approach. The researchers recommended the necessity of using the learning-in-nature approach in all stages of schooling, in addition, to provide training for teachers to help them implement it in their subject.

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