The Possibility of Learning Controversial Issues in Social Studies as a Justification Model of Value Judgment

2020 ◽  
Vol 27 (3) ◽  
pp. 57-85
Author(s):  
Hyeokjune Chang
Keyword(s):  
Social Studies ◽  
Controversial Issues ◽  
Value Judgment

scholarly journals Proposal to Structure Social Studies Course According to Toulmin’s Argumentation Model

2021 ◽  
Vol 10 (4) ◽  
pp. 118
Author(s):  
İrem Namli Altintaş ◽  
Meltem Çengel Schoville
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Controversial Issues ◽  
Educational Backgrounds ◽  
Teaching Content ◽  
Evaluation Models ◽  
Global Problems ◽  
Role Of Teachers ◽  
Scientific Framework

Argumentation Method, which is based on data, claims, justifications, is used in education when it comes to scientific and controversial issues. The purpose of this research, is to demonstrate how argumentation method can be used in social studies courses and to guide social studies pedagogy. Examples of activities related to how argumentation can be used in social studies courses, and suggestions about the role of teachers in the teaching process are presented throughout the research. The research emphasizes forms of argumentation based on reason, particularly the analysis of cause and effect in the analysis of human actions. Using this socio-scientific framework as the basis for social studies classroom instruction allows for meaningful in-class discussions concerning individual and global problems. In this context, argumentation can be used in teaching Content-Based Critical Thinking. In evaluating the use of the argumentation model in social studies courses, this analysis examines three interrelated variables: goals, educational backgrounds and evaluation models.

scholarly journals Pedagogical Analysis of Teaching Social Studies: An Empirical Literature Review

2020 ◽  
Vol 3 (2) ◽  
Keyword(s):  
High Schools ◽  
Literature Review ◽  
Social Studies ◽  
Teaching And Learning ◽  
Controversial Issues ◽  
Education Service ◽  
Pedagogical Analysis ◽  
The Subject ◽  
Analysis Of Teaching ◽  
Pedagogical Methods

The primary objective of this paper is to do a critical literature review on the pedagogical analysis of teaching Social Studies. This paper reviewed aspects relating to the scope of Social Studies, factors affecting the teaching and learning of Social Studies concepts, the concept of teaching, motivation to teaching and learning, teaching methodologies and the pedagogical methods and strategies used in teaching Social Studies. Methodologically, students, teachers, policy makers and stakeholders in education were the focus of this study. The paper made used of secondary sources of information with the help of documents, published papers, archives, reports and books related to the subject under study. The review revealed that Social Studies subject is an integrated field of knowledge that cuts across disciplines. It was also revealed that the scope of Social Studies is unlimited, it also came to light that Social Studies is one of the least-liked subjects by students. Furthermore, the paper revealed that, the Ghana Education Service and other Colleges of higher education have issues with well-trained and competent teachers to handle the Social Studies subject and lastly the review revealed that some major factors that affect the teaching and learning of Social Studies are; the lack of meaning of concepts, lack of training in process skills, avoidance of controversial issues and limited shallow of content by some Social Studies teachers in the field of study. It is therefore recommended that the Government through the Ghana Education Service should recruit most-qualified and competent teachers to teach Social Studies in Senior High Schools and beyond. In addition, teachers who are well versed in teaching controversial issues must be engaged. The researcher also recommends that there is the need for a tripartite collaboration among the Ministry of Education, Ghana Education Service and other Non-governmental educational organizations to provide the needed teaching and learning materials for the teaching and learning of Social Studies. It is recommended that teachers should also employ different methodologies in teaching the subject. Lastly, the researcher recommends that the various pedagogical methods should be well combined and used to teach in order to help improve the attitude of students towards the learning of Social Studies in Senior High Schools and beyond.

scholarly journals Dealing with and teaching controversial issues – Teachers’ pedagogical approaches to controversial issues in Religious Education and Social Studies

2020 ◽  
Vol 14 (4) ◽  
Author(s):  
Karin K. Flensner
Keyword(s):  
Social Studies ◽  
Religious Education ◽  
Classroom Practice ◽  
Middle Eastern ◽  
Controversial Issues ◽  
Anti Semitism ◽  
Religious Conflicts ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Pedagogical Approaches

Abstract What strategies do teachers use, in classroom practice, to handle issues highly contested in society? This article focuses on how the various Middle Eastern conflicts and related topics, theoretically framed as controversial issues, are dealt with in religious education and social studies classes. The aim is to analyse pedagogical approaches teachers applied in situations where topics associated with regional, cultural, and/or religious conflicts (e.g., migration, terrorism, radicalisation, xenophobia, anti-Semitism, and Islamophobia) were part of the teaching. What approaches were distinguishable in classroom practice? How did teachers reflect on this teaching? To examine these issues, ethnographic observations were made of religious education and civics classes at upper secondary schools in Sweden; follow-up interviews with teachers and students were also conducted to discuss the classroom situations. The approaches to teaching such difficult subject matter, as distinguishable in the classroom, were avoidance, denial of the controversy, provocation, representing/considering various perspectives, and eliciting empathy. There was a division between approaches that endeavoured to tone down the controversy versus those aimed at making the controversy more apparent. This difference can be understood as dealing with controversial issues as opposed to teaching controversial issues, which is a fundamental difference in pedagogic approaches. Keywords: controversial issues, teaching strategies, religious education, social studies, classroom observations   Att hantera och undervisa om kontroversiella frågor – Lärares didaktiska förhållningssätt till kontroversiella frågor i religionskunskap och samhällskunskap Sammandrag Vilka didaktiska förhållningssätt använder lärare i klassrummet för att hantera samhälleligt omtvistade och kontroversiella frågor? Den här artikeln fokuserar på hur Mellanösternskonflikterna och relaterade ämnen, teoretiskt inramade som kontro­versiella frågor, behandlas i religionskunskaps- och samhällskunskapsundervisning. Syftet i föreliggande artikel är att analysera lärares didaktiska handlande i undervis­ningssituationer där ämnen förknippade med regionala, kulturella och/eller religiösa konflikter (t.ex. migration, terrorism, radikalisering, främlingsfientlighet, antisemitism och islamofobi) var en del av undervisningen. Vilka didaktiska ansatser kunde urskiljas i klassrummet? Hur reflekterade lärarna över denna undervisning? För att undersöka dessa frågor genomfördes etnografiska klassrumsobservationer av religionskunskaps- och samhällskunskapsundervisning på gymnasiet i Sverige; intervjuer med lärare och elever genomfördes också för att diskutera de observerade klassrumssituationerna. Analysen visar att centrala ansatser var undvikande, förnekande av kontroversen, provokation, representation av olika perspektiv, och strategier som syftade till att skapa empati. Det fanns en skillnad mellan undervisning som sökte tona ner kontroversen jämfört med undervisning som syftade till att synliggöra olika perspektiv och positioner i den kontroversiella frågan. Denna skillnad kan förstås som att hantera kontroversiella frågor jämfört med att undervisa om kontroversiella frågor. Nyckelord: kontroversiella frågor, undervisningsstrategier, religionskunskap, samhällskunskap, klassrumsobservationer

Conflicting Assumptions

1944 ◽  
Vol 37 (2) ◽  
pp. 57-63
Author(s):  
Earl Murray
Keyword(s):  
Social Studies ◽  
Controversial Issues ◽  
Logical Thinking ◽  
The Social ◽  
Unit Of Work

In many situations, good logical thinkers arrive at conflicting conclusions. Otherwise there would not be so many controversial issues. The social studies and business fields present us with many illustrations of this. Can a course in geometry, designed to teach the processes of logical thinking and nature of proof be of any value in understanding this situation? This is the report of a unit of work designed for that purpose.

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