Social Sciences, Geography and History Teaching Based on Research

2020 ◽  
pp. 1-39
Keyword(s):  
Social Sciences ◽  
Personal Growth ◽  
Daily Lives ◽  
History Teaching ◽  
School Knowledge ◽  
Teaching Models ◽  
The Social ◽  
Teacher Professional ◽  
Teacher Professional Knowledge ◽  
Teaching Learning

Innovation accompanies us in our daily lives contributing to personal growth and improving social participation. Considering the most important epistemological traditions of teaching-learning processes and teaching models, research-based teaching model is a relevant approach to introduce innovative didactic proposals. Selection, organization, and sequencing of school knowledge in the teaching of social sciences, geography and history, and the construction of meaningful school knowledge connected with the social reality implies considering relevant socio-environmental issues, teacher professional knowledge, student daily knowledge, and metadisciplinarity. As a pedagogical base, in this chapter, the authors focus on epistemological traditions of social sciences education, keys for the design of proposal from a research-based approach, and finally, they focus on alternatives for evaluation of students and the importance of action-research for systematization of decision making and professional development.

scholarly journals O MÉTODO REGRESSIVO-PROGRESSIVO COMO POSSIBILIDADE PARA OS ESTUDOS DAS CIDADES MÉDIAS

2020 ◽  
Vol 16 (02) ◽  
pp. 110-125
Author(s):  
Samarane Fonseca de Souza Barros
Keyword(s):  
Social Sciences ◽  
Urban Geography ◽  
A Priori ◽  
Rural Sociology ◽  
Progressive Method ◽  
Henri Lefebvre ◽  
Daily Lives ◽  
Urban Networks ◽  
Palabras Clave ◽  
The Social

Na atual realidade urbana brasileira, muito se tem discutido sobre o papel das cidades médias nas regiões e redes urbanas as quais estão alocadas. Ao considerar as cidades médias para além de seu porte demográfico, nota-se uma multiplicidade em suas funções e temporalidades distintas que coexistem, bem como uma série de pares analíticos e dialéticos inerentes ao seu cotidiano. Para isto, propõe com o presente trabalho a análise do método regressivo-progressivo do filósofo Henri Lefebvre como possibilidade para o estudo das cidades médias. Apesar do método ter sido lançado, à priori, como investigação da sociologia rural, outras camadas das ciências sociais vêm se apropriando dele, inclusive a Geografia Urbana. Palavras-chave: Henri Lefebvre. Método regressivo-progressivo. Cidades médias.   THE REGRESSIVE-PROGRESSIVE METHOD LIKE A POSSIBILITY TO STUDIES OF SIZED-MEDIUM CITIES ABSTRACT In the current brazilian urban reality, much has been discussed about the function of medium-sized cities in the regions and urban networks that are allocated. In considering medium-sized cities beyond their demographic size, there is a multiplicity in their distinct functions and temporalities that coexist, as well as a series of analytical and dialectical pairs in their daily lives. For this, it proposes with the present work the analysis of the regressive-progressive method of the philosopher Henri Lefebvre as a possibility for the study of the medium-sized e cities. Although the method has been launched, first, as an investigation of rural sociology, other layers of the social sciences have been appropriating it, including Urban Geography.  Key Words: Henri Lefebvre. Regressive-progressive method. Medium-sized cities.   EL MÉTODO REGRESSIVO-PROGRESIVO COMO POSIBILIDAD PARA LOS ESTUDIOS DE LAS CIUDADES MEDIAS RESUMEN En la actual realidad urbana brasileña, mucho se ha discutido sobre el papel de las ciudades medias en las regiones y redes urbanas a las que están asignadas. Al considerar las ciudades medias más allá de su tamaño demográfico, se nota una multiplicidad en sus funciones y temporalidades distintas que coexisten, así como una serie de pares analíticos y dialécticos inherentes a su cotidiano. Para ello, propone con el presente trabajo el análisis del método regresivo-progresivo del filósofo Henri Lefebvre como posibilidad para el estudio de las ciudades medias. A pesar de que el método fue lanzado, a priori, como investigación de la sociología rural, otras capas de las ciencias sociales se vienen apropiando de él, incluso la Geografía Urbana. Palabras clave: Henri Lefebvre. Método regressivo-progressivo. Ciudades medias.

Mujeres Unidas en Acción: A Popular Education Process

1990 ◽  
Vol 60 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Eva Young ◽  
Mariwilda Padilla
Keyword(s):  
Low Income ◽  
Popular Education ◽  
Latina Women ◽  
Community Based ◽  
Daily Lives ◽  
Economic Context ◽  
The Social ◽  
Teaching Learning ◽  
Levels Of Functioning ◽  
Education Process

Eva Young and Mariwilda Padilla present a challenging and touching discussion of the struggle of a group of Latina women in Dorchester, Massachusetts to educate themselves. The authors provide an overall description of Mujeres Unidas en Acción, Inc. — a nonprofit community-based agency offering educational programs to low-income Latina women — in terms of its development and structure, and take an in-depth look at one of its educational components, the Spanish program. Young and Padilla illustrate the core and spirit of the agency by providing concrete examples of its participatorial approach — through which the voices of all its members are heard and validated at all levels of functioning — and by including testimonies of the program participants. The authors reflect on the philosophical stance of the agency through a discussion of the connection between the daily lives of these women and the teaching-learning practices experienced at Mujeres. In this discussion they pay particular attention to the social, political, and economic context from which the women come and in which they presently live. In this article, Young and Padilla have opened up a window for readers to see and understand the nature of their struggle and the ways in which they make sense of their own reality. The fact that the authors are Latina women who participate in and share this struggle offers a different perspective for doing educational research,explaining reality as an insider in a way that is valid to the lives of those being investigated.

scholarly journals (Re)Engendering Classroom Space: Teachers, Curriculum, Policy, and Boys’ Literacy

2011 ◽  
Vol 13 (2) ◽  
pp. 9
Author(s):  
Jan Pennycook
Keyword(s):  
Critical Discourse Analysis ◽  
Literacy Achievement ◽  
Curriculum Policy ◽  
Focus Group Interviews ◽  
Perceived Needs ◽  
Purposeful Sampling ◽  
The Social ◽  
Teacher Professional ◽  
Group Interviews ◽  
Teacher Professional Knowledge

How teachers are engaging with a particular Ontario curriculum resource document, Me Read? No Way!, and the problem of boys’ literacy achievement in the context of a globalized neoliberal discourse of ‘failing boys’ has important implications for pedagogy and practice in the classroom. This investigation into teachers’ work adopts a feminist poststructural framework and uses critical discourse analysis to develop two case studies based on focus group interviews with a purposeful sampling of Intermediate level teachers. Not only are boys’ perceived needs and interests driving teacher choices in pedagogy and resource materials, but girls are perceived as not having any particular educational needs at all: boys will be boys and girls will be good. This investigation concludes that teacher professional knowledge must include a more developed understanding of how the social construction of gender is negotiated in the classroom.

scholarly journals Restorying for transdisciplinarity: A proposed teaching-learning strategy in a context of Human Rights Education

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Janet Jarvis
Keyword(s):  
Social Sciences ◽  
Human Rights ◽  
Open Space ◽  
Learning Strategy ◽  
Education Institution ◽  
Academic Disciplines ◽  
Human Rights Education ◽  
Postgraduate Students ◽  
The Social ◽  
Teaching Learning

Human Rights Education can provide a context for transdisciplinary boundary talk as a possible way to create cohesion among the multiple disciplines embedded within the Social Sciences. This article presents a teaching-learning strategy, Empathetic-Reflective-Dialogical Restorying, which can be employed to facilitate such boundary talk. Both self-dialogue and self-narrative are used to create open space stories. This provides a platform for restorying as Social Science postgraduate students at a South African higher education institution engage in the space between, across and beyond academic disciplines. Conversation centres on the human right to gender equality as informed by the individual’s substantial and situational identities. The teaching-learning strategy introducing as it does, communities in conversation, communities in dialogue and communities for transformation, can be used to create possible cohesion among both academics and students in the Social Sciences. It also has the potential to be transformative beyond the Social Sciences and indeed, society at large.

History in the Classroom An Undisciplined Subject

2015 ◽  
Vol 70 (01) ◽  
pp. 173-184
Author(s):  
Laurence De Cock
Keyword(s):  
Social Sciences ◽  
Nineteenth Century ◽  
National Culture ◽  
Scientific Knowledge ◽  
History Teaching ◽  
The Social ◽  
Pedagogic Knowledge ◽  
The Relationship

Abstract This paper argues that a discipline taught in schools is more than a mere copy of scientific knowledge. It investigates the relationship between scholarly and pedagogic knowledge from the end of the nineteenth century, when the teaching of history was tasked with participating in the construction of a shared national culture. In fact, it is only by mobilizing tools from the social sciences that the complexity of history teaching can be understood. The repeated accusations directed at the teaching of history in schools therefore reflect a trite and hackneyed understanding of its nature and mission.

Using WebQuests In The Social Sciences Classroom

2012 ◽  
Vol 5 (3) ◽  
pp. 185 ◽  
Author(s):  
Olga A. Kachina
Keyword(s):  
Social Sciences ◽  
Action Research ◽  
Thinking Skills ◽  
Small Contribution ◽  
Student Centered ◽  
Higher Order Thinking Skills ◽  
The Social ◽  
8Th Grade ◽  
And Shifts ◽  
Teaching Learning

This article investigates if WebQuests have been an effective instructional tool for teaching Social Sciences subjects. In order to obtain an answer to this question, a review of scholarly literature from 1995 to the present has been undertaken and action research in 8th grade U.S. history course was conducted. The literature investigation has shown that WebQuests gained a prominent place as a valuable internet-based and inquiry-oriented teaching/learning tool that develops students higher-order thinking skills and shifts the classroom toward being more student-centered. However, there has not been sufficient research to establish the effectiveness of this tool. The results of action research conducted in one of the middle schools in Northern California are a small contribution to this discussion.

scholarly journals Socialização de conceitos de microbiologia no ensino fundamental através de atividades práticas

2020 ◽  
Vol 11 (2) ◽  
pp. 167-176
Author(s):  
Isa Carolina Gomes Felix ◽  
Alyne Barbosa Brito ◽  
Tatiana Farias de Oliveira ◽  
Brenda Emily Dias Tavares ◽  
Kelly Fernanda Seára da Silva ◽  
...  
Keyword(s):  
Elementary School ◽  
Personal Growth ◽  
School Environment ◽  
Microbial Growth ◽  
Active Participation ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
Daily Lives ◽  
Teaching Learning

As abordagens tradicionais de ensino tendem a ser menos estimulantes e de maior dificuldade de compreensão, principalmente ao tratar-se de assuntos mais distantes da realidade dos alunos e, de certa forma, abstratos, como alguns conceitos de Microbiologia. Tal realidade reforça a importância do estudo e aplicação de novas formas de ensino no ambiente escolar. Nesse sentido, o objetivo deste artigo é relatar a experiência de ações de extensão realizadas com o tema “Dia do Cientista”, nas quais os métodos utilizados foram baseados no protagonismo dos alunos, através da participação ativa em experimentos, discussões e visitações. Ao longo da execução das ações, observou-se o despertar do interesse em assuntos até então desconhecidos e distantes da realidade dos estudantes do Ensino Fundamental I (4.º e 5.º ano), que puderam reconhecer o que a Microbiologia representa no seu cotidiano, a partir da execução de atividades práticas, como: I) Detecção de microrganismos em diferentes espaços da escola, como salas de aula e dos professores, banheiros e pátio; II) “Carimbo de mãos”; III) Utilização de fermento biológico para o crescimento microbiano e IV) Visita à Universidade Federal de Alagoas - Campus Arapiraca, onde puderam conhecer laboratórios de ensino prático do tema. Dessa forma, percebeu-se que estratégias com abordagens ativas e práticas auxiliaram numa maior interação dos alunos com os temas propostos, além de aguçar a curiosidade, estimular o aprendizado e permitir maior crescimento pessoal por parte dos escolares, bem como de todos os participantes do projeto. Palavras-chave: Extensão comunitária; Ensino; Aprendizagem   Socialization of microbiology concepts in elementary school through practical activities Abstract: Traditional teaching approaches tend to be less stimulating and more difficult to understand, especially when dealing with subjects that are more distant from the reality of students and, in a way, abstract, such as some topics of microbiology. This reality reinforces the importance of studying and applying new forms of teaching in the school environment. In this sense, the objective of this article is to report the experience of extension actions carried out with the theme "Scientist's Day", in which the methods used were based on the protagonism of the students, through active participation in experiments, discussions, and visits. Throughout the actions, it was possible to notice an awakening of interest in subjects previously unknown and distant from the reality of the students at elementary school (4th and 5th), who were able to recognize what microbiology represents in their daily lives, from the execution of practical activities such as I) Detection of microorganisms in different locations of the school, such as classrooms and teachers’ room, bathrooms and courtyard; II) "Hand Stamp"; III) Use of biological yeast for microbial growth and IV) Visit to the Federal University of Alagoas - Campus Arapiraca (Arapiraca, Brazil), where they got to know the laboratories. Therefore, it was noticed that strategies with active and practical approaches made the interaction of students with the proposed themes easier, besides to whet curiosity, stimulate learning and allow greater personal growth by the schoolers, as well as all the participants of the project. Keywords: Community extension; Teaching; Learning

scholarly journals Un Hypertexto para la enseñanza de la Estadística No Paramétrica: Propuesta didáctica para el proceso de enseñanza-aprendizaje de las Ciencias Sociales / A Hypertext for the Teaching of Nonparametric Statistics: Didactic Proffer for the Teaching-Learning Process of the Social Sciences

2016 ◽  
Vol 3 (2) ◽  
pp. 121-130
Author(s):  
Alicia Gonzalez Romero
Keyword(s):  
Social Sciences ◽  
Learning Process ◽  
Hypothesis Test ◽  
Learning Task ◽  
Nonparametric Statistics ◽  
Theoretical Base ◽  
Hypothesis Tests ◽  
Microsoft Excel ◽  
The Social ◽  
Teaching Learning

ABSTRACTA hypertext was realized as a didactic guide to construct and explain the different hypothesis tests related with nonparametric statistics by using the Raimon Duvals semiotic theoretical base, the learning based on Donald Shon´s problems, and exercises of social kind. Microsoft Excel was used as didactic software , the tests were developed according to the constructivism. There was an explanation consistent in an hypothesis test beginning with thw the binomial development and it was continued with exercises analysis and development of the hypothesis tests exercises included in the nonparametric statistics program. Working with a hypertext and the Excel software allowed to save capture time and numeric calculations. The indicators used to measure the learning, coincide in the display that shows that working with the hypertext favors the nonparametric statistics learning task. Nevertheless, the students recommended to add more theory in order to explain each topic and to add more exercises, with this we can conclude that the method is perfectible.RESUMENSe realizó un Hypertexto, como guía didáctica para construir y explicar las diferentes pruebas de hipótesis relacionadas con la Estadística no Paramétrica, con el sustento teórico de los Registros semióticos de Raimond Duval, el aprendizaje basado en problemas de Donald Shon y ejercicios de corte social, Se utilizó el programa Microsoft Excel como sosftware didáctico, se desarrollaron las pruebas de acuerdo con el constructivismo, se explicó en que consiste una prueba de hipótesis partiendo del desarrollo de la binomial y se continuó con el análisis y desarrollo de ejercicios de las pruebas de hipótesis contenidas en el programa de Estadística no Parametrica. El trabajar con un hipertexto, y el programa Excel, permitió ahorrar tiempo de captura y cálculos numéricos. Los indicadores utilizados para medir el aprendizaje, coinciden al mostrar que trabajar con el Hypertexto favorece el aprendizaje de la Estadística no Paramétrica, Sin embargo, los estudiantes recomendaron, agregar más teoría para explicar cada tema y añadir más ejercicios, con lo que se concluye que el método es perfectible. Contacto principal: [email protected]

scholarly journals The Role of the Social Sciences When Choosing University Studies: Motivations in Life Stories

2021 ◽  
Vol 11 (8) ◽  
pp. 420
Author(s):  
Mario Corrales Serrano ◽  
Jesús Sánchez-Martín ◽  
José Moreno Losada ◽  
Francisco Zamora Polo
Keyword(s):  
Social Sciences ◽  
Qualitative Methodology ◽  
Life Stories ◽  
Relevant Information ◽  
The Social ◽  
High Incidence ◽  
Teaching Learning ◽  
University Degree ◽  
Study Modality

The motivations that lead students to decide on a study modality or on a university degree provide relevant information to improve teaching–learning processes. This work addresses the question regarding the choice of study through analysis of four particular cases. They are special because the individuals chose their studies according to reasons different from the usual ones. To study these cases, interviews were carried out with the individuals. The results were subsequently analyzed according to a qualitative methodology using WebQDA software. The aim was to distinguish the incidence of internal and external motivations when choosing studies. The results obtained represent a contradiction with other pieces of research that analyzed the incidence of these types of motivations for choosing studies and allow for the assessment of various factors that may influence this process. The results obtained in this research indicate that the participants presented a high incidence of internal motivation. This allows for establishing some conclusions about the nature of those motivations when compared with the standard ones referred to in other works that dealt with a general population. The results reveal that in the subjects of this study’s sample, there is a higher incidence of internal motivational factors, such as vocation, while in other subjects, external factors predominate, such as socioeconomic position.

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