scholarly journals Democratic Citizenship Education and its Practices in Social Studies’ Classrooms at Elementary School Level

2021 ◽  
Vol volume 05 (issue 2) ◽  
pp. 25-35
Author(s):  
Muhammad Kamran ◽  
Dr. Abida Nasreen
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Public Sector ◽  
Social Studies ◽  
Citizenship Education ◽  
Democratic Citizenship ◽  
School Level ◽  
Social Studies Teachers ◽  
Democratic Citizenship Education ◽  
The Social

Abstract The importance of democratic citizenship education in democratic states is beyond dispute. The general purpose of the study is to describe democratic citizenship education and its practices in social studies’ classrooms at elementary school level. The study is qualitative in nature and descriptive phenomenological research design is used for this study. The accessible population of the study is included all the social studies’ teachers of 83 boys’ public sector elementary schools in district Lahore. Purposive sampling is used for the selection of the sample in this study. The sample of the study is included 20 social studies’ teachers of 10 boys’ public sector elementary schools of district Lahore. Two social studies’ teachers, one from primary section (grade 1- 5) and one from elementary section (grade 6- 8) who are teaching social studies’ subjects are selected from 10 boys public sector elementary schools of district Lahore by using purposive sampling technique. Participant observation is adopted as a tool to observe classrooms of social studies teachers through a checklist of objectives. Data is analyzed by using SPSS (statistical package of social sciences) software. On the basis of results it is concluded that majority of the social studies’ teachers are emerging their competencies and need improvement regarding the development of democratic citizenship education at public sector elementary school level.

scholarly journals Integrasi Pembelajaran IPS pada Kurikulum 2013 di Sekolah Dasar

2020 ◽  
Vol 4 (1) ◽  
pp. 15
Author(s):  
Tika Meldina ◽  
Melinedri Melinedri ◽  
Alfiana Agustin ◽  
Siti Hadijah Harahap
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Social Studies ◽  
Citizenship Education ◽  
Class I ◽  
High Class ◽  
The Social ◽  
And Mathematics ◽  
Class Iv

This research wanted to find out the integration of social studies learning in the curriculum of 2013 in elementary schools. In structure’s curriculum of elementary school/ madrasah ibtidaiyah, social studies are only studied in the high class (IV, V, VI). In the low class (I, II, III) the name of the social studies is eliminated, but Basic Competence of social studies is integrated into the basic competence of other subjects such as Indonesian, Pancasila and Citizenship Education and Mathematics are linked through the closeness of meaning. In the high class, sosial studies have same position as other subjects. Even though learning is done thematically, basic competence for social studies remains independent. The approaches used in integrating social studies learning include indisciplinary, interdisciplinary and multidisciplinary integration.

scholarly journals Barriers in Instructional Technology Integration in Teachers in Social Studies at Jordan Elementary School

2020 ◽  
Vol 9 (1) ◽  
pp. 35-44
Author(s):  
Mohammad Abed-Latif Mohammad Smadi ◽  
Abdul Halim Mohammad ◽  
Faizahani Ab Rahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Technology Integration ◽  
Instructional Technology ◽  
Social Studies ◽  
Education System ◽  
Social Studies Teachers ◽  
Female Teachers ◽  
Integrate Technology

The purpose of this paper is to identify the importance of using Instructional Technology(IT) in teaching social studies in elementary schools in Jordan. This paper explores theobstacles faced by female teachers in teaching social lessons in classrooms in Jordan.Lack of competence to apply technology to teach social lessons in class. is a problemthat occurs among female teachers in Jordan. Those with little experience find it difficultto apply because of the unavailability of equipment. the results of the discussion of thispaper can teach teachers to integrate technology into the education system, integrate ITinto classrooms and integrate IT in teaching social studies in Jordan elementary schoolsto improve the performance of female social studies teachers.

scholarly journals Læreplan og demokrati

2019 ◽  
Vol 3 (1) ◽  
pp. 3-18
Author(s):  
Emil Sætra ◽  
Janicke Heldal Stray
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Democratic Citizenship ◽  
Social Studies Teachers ◽  
Structured Interviews ◽  
Democratic Citizenship Education ◽  
Subject Specific ◽  
The Subject ◽  
General Part ◽  
Empirical Material

In this article, we examine how social studies teachers’ say they interpret and use different parts of the curriculum in order to teach for democracy. The empirical material of the study is based on a questionnaire and semi-structured interviews with teachers in secondary school in Norway. We present three main find-ings. A first finding is that most social studies teachers plan their instruction based on the subject-specific competence aims. For most teachers, the general part of the curriculum, where democratic education is highlighted, does not constitute an articulated part of instruction. Some teachers feel, however, that they still work in accord with this part of the curriculum, but in a way better described as tacit. A second finding is that teachers agree that the subject-specific competence aims are comprehensive and that many teachers agree they are too comprehensive. A third finding is that the teachers disagree about whether conditions for democratic citizenship education are adequate or not. We suggest two inter-related reasons for this disa-greement. One reason is somewhat different interpretations of and emphasis put on the mandate to teach for democracy by different teachers. A second reason is differences in pedagogy and school culture.

scholarly journals Characteristics of Industrial Learning in Japanese Elementary School Social Studies：In the case of the fifth grade "Showdown, Which Manufacturing Show!"

2019 ◽  
Vol 2 (2) ◽  
pp. 102
Author(s):  
Katsuhisa Shirai
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Social Studies ◽  
Learning Processes ◽  
Fifth Grade ◽  
Practice Level ◽  
The Social ◽  
Unit Design ◽  
Problem Awareness ◽  
Industrial Learning

The purpose of this research is to clarify the characteristics of industrial learning in Japanese elementary school social studies and to compare viewpoints on social studies in Indonesia. The following three points have become clear as a result of this research, as part of industrial learning in elementary school social studies in Japan, at the class practice level. First, in industrial learning in elementary school social studies in Japan, a unit design was conducted using factories in the area as teaching materials. Second, lessons were conducted through factory tours from the perspective of increasing awareness of the efforts of those working in factories. Third, learning processes involving learners were developed, such as research, visit activities, and discussions centered on children’s problem awareness. The above three points are considered in order to make suggestions for the improvement of industrial learning in the social studies of elementary schools in Indonesia.

scholarly journals Ei endra medborgaroppseding?

2017 ◽  
Vol 11 (3) ◽  
pp. 6
Author(s):  
Kjetil Børhaug
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Compulsory Education ◽  
White Paper ◽  
Democratic Governance ◽  
Democratic Citizenship ◽  
Critical Perspective ◽  
Policy Objective ◽  
Democratic Citizenship Education ◽  
Expert Commission

I norsk samanheng har prioriteringa av den demokratiske medborgaropp-sedinga i skulen gradvis blitt sterkare. I 2015 kom Ludvigsenutvalet med sin sluttrapport, Fremtidens skole (NOU, 2015: 8), og året etter Melding til Stortinget 28, Fag – Fordypning – Forståelse (Kunnskapsdepartementet, 2016). Begge signaliserer at demokrati og medborgarskap skal vera eit prioritert, tverrfagleg område. Desse endringsforslaga reiser spørsmålet om kva for demokratisk oppseding vi i norsk skule er på veg mot. Demokratisk danning er ikkje ein eintydig storleik. Demokratisk deltaking vil ta ulike former i ulike institusjonelle kontekstar, og det er derfor eit viktig spørsmål kva arenaer for deltaking medborgaroppsedinga skal peika på. Viktige spørsmål er også om deltakinga skal vera kritisk orientert, eller om den skal avgrensa seg til effektiv problemløysing innanfor kjende rammer. Er deltaking forstått som individuell åtferd eller krev det sosiale og politiske rørsler? Denne artikkelen vil, med utgangspunkt i ein statsvitskapleg tradisjon, gjera greie for slike ulike forståingar av kva for deltaking som er mogeleg kor, og drøfta endringsforslaga i denne samanhengen. Artikkelen konkluderer med at endringsforslaga peikar i retning av ei avpolitisert og individualisert politisk oppseding.Nøkkelord: politisk sosialisering, demokratipolitikk, samfunnsfagdidaktikk, medborgaroppseding A changed citizenship education?AbstractDemocratic citizenship education has become an even more important policy objective for Norwegian compulsory education. A recent expert commission (NOU, 2015: 8) and a governmental white paper (Kunnskapsdepartementet, 2016) discuss how democratic citizenship education can be strengthened. Do these proposals represent a change in Norwegian democratic citizenship education? Of particular importance is what kind of democracy the proposals favour. What participatory arrangements and institutions should students be introduced to? Will a critical perspective be encouraged? Is participation something invididual or is it a collective? This article discusses the proposals in relation to these questions and concludes that Norway seems to be headed towards an individualised, de-politicised citizenship education.Keywords: political socialisation, democratic governance, social studies didactics, citizenship education

scholarly journals SOCIAL STUDIES LEARNING FOR THE DEVELOPMENT OF EMPATHIC AWARENESS

2018 ◽  
Vol 12 (2) ◽  
pp. 274
Author(s):  
Erlina Wiyanarti
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Learning Model ◽  
School Level ◽  
Fifth Grade ◽  
Early Model ◽  
Favorable Result ◽  
Learning Program ◽  
Fifth Grade Students ◽  
The Social

The background of this research is the tendency of emphatic awareness learning that is being overlooked in the social studies in schools. The main problem addressed in this research is the social studies learning for the development of emphatic awareness of student of elementary school level in Bandung.The objectives of this research are (1) to design a model of social studies learning program for the development of emphatic awareness of fifth-grade students of elementary school in Bandung, (2) to test the effectiveness of the learning program, and (3) to identify difficulties encountered by elementary school teachers in developing social studies learning for the development of emphatic awareness of fifth-grade students. The methodology of this research is using multi method approach with two-phase designs model or double research strategy. After the research is conducted, based on analysis and discussion of the phase 1 result of limited testing, a stable emphatic awareness learning model was found, then focusing revision in cycle. The early model in product testing was conducted by using pair t-sampling. The result shows that social studies learning model using story telling method is effective in developing emphatic awareness of student in all indicators. The difficulties faced by teachers are more related to the level of understanding of emphatic awareness, creativity, and innovation level which are not optimum. Based on the analysis and discussion and the result of the research, the general conclusion is the development study have met the objective. Emphatic awareness learning model can be applied through planing management and implementation of learning through storytelling method which have high applicability rating with a favorable result and has good implication theoretically and practically. The proposed recommendations are beneficial for model application and for further studies.

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