EXAMINATION OF IBN BATUTA TRAVEL BOOK IN ACCORDANCE WITH 7th CLASS SOCIAL STUDIES OUTCOMES

<p>The aim of this research is to examine Ibn Batuta's Travel Book in line with the 7th grade acquisitions in the social studies curriculum. In the research, the 2-volume work of the author was examined by using the document analysis method as a data collection tool; In addition, in the direction of the findings obtained, the category-code and direct quotations were examined in detail with content analysis. In the research, 5 categories and 11 codes related to the 7th grade 10 achievement were created. The category-code and content created in line with the findings obtained in the research are supported by direct quotations and given with page and volume numbers. It has been determined that the most related acquisitions in the research are in the learning fields of Individual and Society, People, Places and Environments, Science, Technology and Society, Production, Distribution and Consumption; the least associated acquisitions are included in the Cultural Heritage and Global Connections learning areas; It has been determined that the acquisitions that are not associated at all are included in the Active Citizenship learning area.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

Online citizenship learning of Chinese young adults

This paper explores the citizenship learning of Chinese young adults through examining their participation on Weibo (the biggest micro-blogging service in China). Interview data collected from 31 young mainland Chinese adults contained their reflections on their everyday online participation on Weibo. Using the theory of communities of practice, this paper describes the citizenship learning that occurred in the context of their online participation in two intersecting dimensions. One dimension is their learning of digital citizenship in the Weibo community, manifested in their understanding and grasp of language, values, attitudes and shared commitment in this virtual space. The other is their learning of Chinese citizenship which is embodied in their understanding of Chinese society arising from their reflections of their internet-mediated social participation. This paper brings new insights into the concept of citizenship exhibited in the everyday online participation of Chinese young people, and the mutually constitutive relationship between their learning of citizenship and the forging of new citizenship. The implications of this informal learning for the content and pedagogy of formal citizenship education is discussed.

Citizenship Education curriculum in Greece - beyond ethnocentric or eurocentric approach

The issue of intercultural and citizenship learning has concerned scholars for a long time while subjects such as history, geography, civic and citizenship have been shaping young peoples’ identity. Under migration pressures and the European Union’s integration these subjects have been often challenged and transformed. In the case of Greece, subject’s textbook topics on immigration and diversity have been promoting more ethnocentrism and eurocentrism. This paper presents those findings, and in so doing it explores the ways in which the Greek state’s and the EU’s intercultural education policy have impacted the specific school subject. It focuses on the Greek nation’s identity formation, while discussing the country’s response to the EU’s calls for common policies in the area of intercultural and citizenship education. The last section of this essay provides new insights into the educators’ tools to implement less ethnocentric and more inclusive curriculums and programs by exploring an extracurricular, online peer mentoring program that was initiated and implemented in Australia to foster intercultural awareness.

Development Of Learning Video To Boost Grade IV Students Citizenship Learning Outcomes

This study aims to determine the development, feasibility, and effectiveness of video media globalization of learning material in the subjects of Civics 4thgrade SDN 01 Purwoyoso Semarang. This research is a development (Research and Devlopment). The development model used is the Waterfall model. The population in this study are students of SDN 01 Purwoyoso totaled 27 students. Data collection techniques are test and non test. The development consists of five stages: analysis, design, implementation, testing, and maintenance. Results of the assessment of the material validator figures show the percentage of 82.14% to the category of "Eligible". As for the assessment of media validator figures show the percentage of 85% to the category of "Very Decent". Based on the results obtained by the Sig t test (two-tailed) of 0.000.Value Sig (2-tailed) of 0.000 <0.05. It can be concluded that Ho is rejected and Ha accepted, which means there are significant differences between the learning outcomes of globalization Civics material before and after using the instructional video media. Thus instructional video media products is feasible and effective for use in the process of learning civics.

Do Service Learning and Active-Citizenship Learning Support Our Students to Live a Culture of Democracy?

Civic thinking and civic attitude require values and norms for social togetherness and social engagement. Service learning and active-citizenship learning are high-impact pedagogies, well-documented as supporting civic-mindedness and a culture of democracy sustainably. Though our study is part of a broader research project, this brief research report already documents the impact of the two pedagogies on civic-mindedness and students' democratic awareness. Through a mixed-method design we implemented a quantitative survey (7 level Likert Scale) of undergraduate student learning outcomes of service learning with 55 students from the University of Hawai'i at Mānoa and 41 students practicing active-citizenship learning at Salzburg University of Teacher Education. We found that the two pedagogies significantly support students' democratic awareness and civic attitudes. In addition to the survey, a qualitative analysis is in progress based on 23 focus group discussions, conducted to detail how the students experience themselves when they take on social responsibility, e.g., when they actively participate in improving their society. Our mixed, but narrowly focused, approach combined with well-established measuring tools and scales is a first study of how to assess Attitudes, one of the four fundamental principles of the Council of Europe‘s Competency Model for a Democratic Culture.