scholarly journals Merits And Demerits of Araling Panlipunan (Social Studies) Teachers in Using Instructional Resources

2021 ◽  
Vol 2 (1) ◽  
pp. 79-85
Author(s):  
VENY ROSE GARCIA-ACOJIDO
Keyword(s):  
Social Studies ◽  
Student Performance ◽  
Basic Education ◽  
Department Of Education ◽  
Social Studies Teachers ◽  
Instructional Resources ◽  
Percentage Score ◽  
School Year ◽  
Teaching Content ◽  
Descriptive Method

The study elucidates the merits and demerits or strengths and weaknesses in using the instructional resources among Social Studies teachers. In the Basic Education Unit of the Department of Education, this study would give them feedback on how and what interventions would be the best to employ and reinforce to overcome their weaknesses. This study used the descriptive method of research to determine the strengths and weaknesses of teachers in teaching Araling Panlipunan ( Social Studies). The study focused mainly on the strengths and weaknesses of teachers in teaching Araling Panlipunan( Social Studies)  in terms of teaching content, motivating the students, presenting the lesson, assessing student performance, and attainment of lesson objectives. Data were gathered from the Grade IV teachers who handled Araling Panlipunan ( Social Studies) subject during the study and their respective pupils in San Pablo, Isabela.  The performance of the Grade IV pupils was determined in terms of their final grades in Araling Panlipunan ( Social Studies) during the School year 2017-2018 and through their percentage score in a forty-item achievement test. With these strategies, the teacher frees the students to learn using their critical thinking abilities so that they will be able to discuss crucial issues and challenges that confront them in everyday life.

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 PERAN GURU IPS TERPADU DALAM PEMBENTUKAN KARAKTER SISWA DI SEKOLAH MENENGAH PERTAMA (SMP) NEGERI 05 TEMPUNAK TAHUN PELAJARAN 2018/2019

2021 ◽  
Vol 6 (1) ◽  
pp. 33-42
Author(s):  
Yulia Suriyanti ◽  
Yunita Astikawati
Keyword(s):  
Social Studies ◽  
Junior High School ◽  
Learning Process ◽  
School Environment ◽  
Role Models ◽  
Social Studies Teachers ◽  
School Year ◽  
Social Studies Teacher ◽  
Character Building

Behavioral deviations that are often carried out by students in the school environment both in the learning process and outside the learning process. This study is to find out how the character of students, the role of Integrated Social Studies teachers, and supporting and inhibiting factors in forming student character. This research is a descriptive qualitative study, subjects of Integrated Social Studies teachers, Principals and 6 students. Instrument for observation, interview and documentation research. The results showed that the Role of  Integrated Social Studies Teacher in Character building Students in State Junior High School 05 Tempunak 2018/2019 School Year includes instructors, mentors, educators, demonstrators, evaluators, motivators, advisors, role models, mediators and facilitators, trainers, individuals, workers routine, actor, and preservative. While the characters formed in students are diligent, honest, resilient/persistent, trustworthy, responsible, hard-working, willing to work together, and be polite, lazy, likes to lie, likes to cheat, want to win alone/selfish, said harshly and like to bully friends.

scholarly journals Factors that Shape and Determine the Social Studies Curriculum in Philippine Basic Education (1980s–2010)

2018 ◽  
pp. 1-6
Author(s):  
Lorina Y. Calingasan ◽  
Keyword(s):  
Social Studies ◽  
Curriculum Development ◽  
Basic Education ◽  
Department Of Education ◽  
Social Studies Curriculum ◽  
Political Factors ◽  
The Social ◽  
Primary Documents ◽  
Curriculum Document

This study analyzes the process of curriculum development in Social Studies in Philippine basic education from 1980 to 2010 and argues that the curriculum, as a product, is shaped and determined by political contexts and results from the deliberations and decisions of a group of people tasked to craft it. Analyzing primary documents such as memos, reports, curriculum documents, and teacher’s guides, and drawing from interviews with curriculum writers and consultants, this study is able to identify socio-political factors that influence the articulation of curriculum objectives and content. Teachers, consultants, and staff from the Department of Education, who constitute the curriculum writing team play different roles and representations as the curriculum document is produced. In the process, they each wield levels of power in influencing the curriculum.

scholarly journals Learning Innovation of Area-Based Approach to Sustainable Development Goals of Highland Community Resources Management of Social Studies Teachers in the Northern Thailand

2021 ◽  
Vol 11 (3) ◽  
pp. 95
Author(s):  
Charin Mangkhang
Keyword(s):  
Social Studies ◽  
Basic Education ◽  
Social Studies Teachers ◽  
Community Resources ◽  
Learning Center ◽  
Northern Thailand ◽  
Resources Management ◽  
Hill Tribe ◽  
Community Resource Management ◽  
Learning Management

The research aimed to study the context of area-based approach learning management and guidelines of area-based approach learning management for sustainable highland community resource management of social studies teachers in the learning center for Thai hill tribe communities in northern Thailand. The method of qualitative research was used. Purposive sampling was conducted to obtain key informants which were social studies teachers of the highland learning center, accounting for 285 people. This area is a development area of the royal project. Learning center for Thai hill tribe communities in northern Thailand have accessed to organize social studies teaching at the basic education level. The tools used in the research consisted of in-depth interviews and focus group discussion recording. Then, content analysis was conducted. From the research result, it was found that the context of area-based approach learning management for sustainable highland community resources management of social studies teachers consisted of: executing the process of area-based management by surveying and collecting village data to be used as knowledge in learning management for pre-school students and students of basic education and the illiterate; developing occupations for the interested group in communities; developing life skills by using the method of coordination with community leaders; building local networks; participating in meeting with the community ;and exchanging information in order to inform people in the community of external exchanges. Regarding the use of area-based knowledge of social studies teachers, they have implemented the knowledge until this has brought about guidelines for promoting community resources management. For example, the community has participatory development plans. The community has networks of natural resources and environmental conservation and citizens have local conscience. Results of sustainable highland development are the fact that the community has strong power in conserving traditions, inheriting tribe cultures, establishing local herbal plants groups to take care of community health. Moreover, there are groups developing local products, building community declarations and regulations for living together in the community peacefully. The guidelines of area-based approach learning management for sustainable highland community resource management of social studies teachers consisted of 5 components which were FPCIL, namely (1) F: Facilitator, (2) P: Participatory assessment and planning, (3) C: Community capital value added, (4) I: Innovation of knowledge and (5) L: Lesson-learned.

Assessment practices in social studies classrooms: results from a longitudinal survey

2017 ◽  
Vol 12 (2) ◽  
pp. 168-181
Author(s):  
Kristal Curry ◽  
Doug Smith
Keyword(s):  
Social Studies ◽  
Student Performance ◽  
Social Studies Teachers ◽  
Assessment Practices ◽  
Longitudinal Assessment ◽  
High Stakes ◽  
Content Type ◽  
Attitudes And Practices ◽  
Significant Difference ◽  
Performance Based Assessment

Purpose The purpose of this paper is to present results from three years of a longitudinal “Assessment Attitudes and Practices” survey collected from a large school district in the Southern USA. Design/methodology/approach This paper focuses on both formative and summative “assessment practices” results from secondary (middle and high school) social studies teachers. Findings There was no statistically significant difference between secondary social studies teachers’ use of assessments and secondary teachers of other disciplines, nor was there a statistically significant difference in assessment use by year. Data results by assessment type were ranked in order of how often teachers claimed to use various assessment practices, and discussed in terms of assessment practices recommended by NCSS. Social studies teachers in this study were often more likely to report use of assessments of knowledge (including selected-response items) than performance-based assessment techniques (such as authentic assessments). Research limitations/implications The lack of statistically significant differences in assessment practices along disciplinary lines indicates homogeneity in the use of assessments that does not do justice to social studies. Practical implications Using Common Core standards or not, having a 1:1 technological environment or not, teacher respondents essentially reported using the same assessments, perhaps because high-stakes assessments did not change. Social implications There is a need for professional development that helps teachers see how performance-based assessments can be used to boost student performance on high-stakes assessments. Originality/value Studies of actual assessment practices (as opposed to ideas about how teachers should assess) are still quite rare, and provide a helpful window in understanding what is actually happening inside schools.

scholarly journals Social Studies Teachers’ Homework Practices in Oman

2020 ◽  
Vol 16 (7) ◽  
pp. 146
Author(s):  
Saif Al-Maamari
Keyword(s):  
Social Studies ◽  
Basic Education ◽  
Social Studies Teachers ◽  
Male Teachers ◽  
Check List ◽  
Female Teachers

This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher’ planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom's taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.

scholarly journals Permanent application of diagnostic assessment on learning teaching process

2019 ◽  
Vol 5 (4) ◽  
pp. 34-45
Author(s):  
Darwin Gustavo Lucas Delgado ◽  
Freddy Eduardo Anchundia Delgado ◽  
Pamela Mariana Zambrano Quiroz
Keyword(s):  
Student Performance ◽  
Basic Education ◽  
Educational Practice ◽  
Diagnostic Assessment ◽  
Diagnostic Process ◽  
Exploratory Research ◽  
School Year ◽  
Starting Point ◽  
New Learning ◽  
Do So

This article is an analysis of the application of diagnostic assessment in teaching processes – learning by teachers at the School of Basic Education "May 24" in the canton of Portoviejo, for this purpose, exploratory research was used, to do so, to use exploratory research, to determine quantitative and qualitative criteria and achieve learning directed to the development of the evaluated body, as well as the application of the survey as a technique for collecting relevant data from the object of the study, this study shows that evaluation as a diagnostic process will allow the identification of previous learnings that will mark the starting point and decision-making for new learning, where the teachers apply it only at the beginning of the school year, limiting an educational practice of quality and warmth through modifications that respond to needs regarding the level of student performance, however different authors determine that this type of evaluation it should be used at the beginning of a topic or an academic period, becoming a permanent practice and accompanied by feedback processes.

Sign in / Sign up

Export Citation Format

Share Document