scholarly journals Historical Significance from Turkish Students’ Perspective

2016 ◽  
Vol 9 (4) ◽  
pp. 69 ◽  
Author(s):  
Muhammet Avarogullari ◽  
Nurten Kolcu
Keyword(s):  
Social Studies ◽  
Curriculum And Instruction ◽  
Historical Thinking ◽  
Professional Standards ◽  
Recent Past ◽  
Historical Significance ◽  
Western Province ◽  
History Analysis ◽  
Female Figures ◽  
Choose People

<p class="apa">The purpose of this study is to determine how students in a south-western province of Turkey employ historical significance which is one of the second order concepts of historical thinking. 44 11<sup>th</sup> and 12<sup>th</sup> grade students participated in the study. They were asked to identify the most significant 10 persons in the history and provide their reasons for selecting each person. A total of 127 people are determined by students as significant. Each person identified by the students given a score according to a formula developed by the researchers. Thus 10 people with the highest score determined by the most significant person history. Analysis of these 10 people along with remaining of the list revealed that students are unable to employ professional standards to differ significant people from those who are not. Rather they are quite personal and subjective with regard to selections they made. Additionally it has been revealed that they choose people only from Turkish history, their selections characterized by people from relatively recent past, and paucity of female figures in list raised concerns regarding content, curriculum and instruction of history and social studies courses in Turkey.</p>

scholarly journals Using a problem based, multimedia enhanced approach in learning about teaching

2002 ◽  
Vol 18 (3) ◽  
Author(s):  
Susan E. Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Studies ◽  
Curriculum And Instruction ◽  
Traditional Instruction ◽  
Field Trip ◽  
Education Faculty ◽  
Social Studies Curriculum ◽  
Virtual Field ◽  
Integrate Technology

Many teachers graduate from teacher education institutions with minimal understanding about how to use technology in their classrooms. This is due mainly to the limited exposure they receive to innovative uses for technology in their preservice programs. There is a need for more information on what new ways of teaching using computers by education faculty might look like. Faculty sharing of stories about their own innovative attempts to integrate technology can be powerful catalysts for others. This article describes the use of a WebCT based virtual field trip to a school used as part of a social studies curriculum and instruction course, designed to help preservice teachers to "rethink" traditional instruction.

scholarly journals Some Effects of English Loanword Adaptation into SiLozi

2018 ◽  
Vol 10 (4) ◽  
pp. 1
Author(s):  
Georgina Nandila Sitali-Mubanga
Keyword(s):  
Social Studies ◽  
Education System ◽  
Primary Schools ◽  
Medium Of Instruction ◽  
Lingua Franca ◽  
Loanword Adaptation ◽  
African Languages ◽  
Western Province ◽  
English Loanword ◽  
Phonological Rules

This study under linguistics, sought to examine the Morphophonological effects of the English loanword adaptation into SiLozi a lingua franca of the Western province of Zambia which is a media of instruction in grades one to three for systematisation. Like many African languages, SiLozi does not have the potential to give equivalents to words of English origin unless through borrowing. Schools being the pivot of development, there was an inconsistency in the same education system concerning the adaptation of English loanwords. The study was carried out in selected primary schools of Mongu district in Zambia. The data were collected with the use of voice recorders during on-going lessons for grades one to three in Creative and Technology Studies, Mathematics, Science, Social Studies and in SiLozi subjects in order to capture all English loanwords used in the SiLozi medium of instruction. The main results revealed that feature changing, deletion, insertion and metathesis phonological rules were applied on the English terms in order to nativise them.

scholarly journals Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio

2011 ◽  
Vol 6 (7) ◽  
Author(s):  
Thomas Misco ◽  
Nancy Patterson ◽  
Frans Doppen
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Instructional Strategy ◽  
Curriculum And Instruction ◽  
High Stakes Testing ◽  
National Context ◽  
Social Studies Curriculum ◽  
High Stakes ◽  
The Social

In a national context of standards and high-stakes testing, concerns are emerging about challenges to the already tenuous position of the citizenship mission in the social studies curriculum. In this qualitative study, the authors administered a survey to social studies teachers in Ohio and conducted follow-up interviews focusing on the present purposes of social studies and the ways in which standards and testing are affecting instructional practice. The findings reveal a perception of standards as being of high quality, yet ultimately undermined through changes in scope and se-quence, narrowing of the curriculum, and a paucity of time to enact them. In addition, respondents indicated that high-stakes testing has become the primary curricular focus, which impacts instructional strategy decision making and frustrates citizenship education.

scholarly journals ‘What did it achieve?’ – Students’ conceptions about the significance of the French Revolution

Panta Rei ◽  
2021 ◽  
Vol 15 ◽  
pp. 51-67
Author(s):  
Christian Mathis
Keyword(s):  
French Revolution ◽  
Qualitative Method ◽  
Historical Thinking ◽  
Ninth Graders ◽  
Group Discussions ◽  
Historical Significance ◽  
The Everyday ◽  
Different Types ◽  
History Of ◽  
The French Revolution

Este estudio presenta las percepciones de los estudiantes sobre las consecuencias y la relevancia histórica de la Revolución Francesa. Se recogieron datos de alumnos suizos-alemanes de noveno grado (de 15 a 16 años; N=22) mediante discusiones de grupo y entrevistas centradas en problemas. Los datos se analizaron mediante un método cualitativo reconstructivo. El pensamiento histórico de los alumnos está dominado por la creencia en el progreso y el presentismo. Los jóvenes se ven envueltos en la historia de la Revolución Francesa, que tiene una relevancia y significado simbólico y presente-futuro (Cercadillo). Así, construyen la relevancia histórica de forma ejemplar (Rüsen). Estos patrones explicativos están anclados en las ideas cotidianas y no en una comprensión científica. Una consecuencia de esto es que los profesores deben modelar cognitivamente el pensamiento mostrando cómo los historiadores narran la relevancia histórica de la Revolución Francesa, haciendo explícito este concepto de segundo orden y ofreciéndoles la oportunidad de conocer y analizar diferentes tipos de narrativa (Rüsen). This study presents students’ conceptions about the consequences and significance of the French Revolution. The data were collected from Swiss ninth graders (15 to 16 years old; N=22) by means of group discussions and problem-centred interviews. The data were evaluated using a reconstructive qualitative method. The students’ historical thinking is dominated by a belief in progress and paramount presentism. The adolescents feel entangled in the history of the French Revolution, it has a symbolic and present-future significance (Cercadillo). Thus, they construct historical significance in an exemplary way (Rüsen). These explanatory patterns are anchored in the everyday conceptions of the students and not in an academic understanding of history. Therefore, teachers should cognitively model learners’ thinking by showing how historians narrate and construct the historical significance of the French Revolution, by making this second-order concept explicit and by giving them the opportunity to explore different types of narrative (Rüsen).

scholarly journals Educational Social Movement of Indonesian Women from Pre-Independence to Reform Era

2021 ◽  
Vol 21 (1) ◽  
pp. 40-49
Author(s):  
Afifa Nabila Afdhalia ◽  
Siti Raudhatul Jannah
Keyword(s):  
Social Movement ◽  
Historical Thinking ◽  
Social Education ◽  
Reform Era ◽  
The Social ◽  
The Reformation ◽  
Female Figures ◽  
History Of ◽  
Qualitative Technique ◽  
Independence Era

This article attempts to examine the gradation of the social movement of Indonesian women's education from time to time, starting from the pre-independence era to the Reformation period. A long movement that does not exist in a vacuum arises from recognising women's status to men who have always held an imperial position. This article itself is conducted in a descriptive qualitative technique with a historical thinking approach. The authors found that the imperial position of women is caused by many factors, both religious views that place women lower than men and a gradation in the social movement of education throughout the history of the life of the Indonesian nation, from the pre-independence era to the reformation era. Even the thought of upholding women's rights as equal to men has existed since the pre-independence era, as can be seen from the fantastic Indonesian female figures, not only because of their thoughts and actions that predate their era but also because of their enormous concern. On efforts to emancipate women, such as those carried out by Dewi Sartika or RA. Kartini. This spirit has continued to develop from time to time to produce a social education movement driven by the two most prominent Islamic organisations in Indonesia, namely Muhammadiyah through its female organisation Aisyiyah and NU through the NU Muslimat movement produced many breakthroughs in the social education sector.

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