Social Studies Approach Research Articles

AN ANALYSIS OF ECOPEDAGOGICAL APPROACH IN SOCIAL STUDIES LEARNING TOWARDS STUDENTS' ECOLOGICAL INTELLIGENCE

Environmental issues are the center attention to ensure the sustainable development. Ecological intelligence is one of the important abilities that students have to maintain sustainable development. The important way to intervene students' ecological intelligence can be done through learning based on ecopedagogical approach. This research aims to determine the effect of the ecopedagogical approach in social studies learning on students' ecological intelligence. This research uses a quantitative using a quasi-experimental method. The sampling in this study used a purposive sampling technique, with a total sample of 60 students at MTs Negeri 1 Pamekasan who were divided into 2 (two) classes, namely class VII A as the control class, and class VII C as the experimental class. Based on the results of the research that has been carried out, the following conclusions can be drawn; In the experimental class the average N-Gain was 71.26. Meanwhile, the control class had an average N-Gain of 48.11. Then the t-test shows that the sig value. (2-tailed) of 0.000<0.05 which can be concluded that there is a significant (real) difference in effectiveness between the effect of using an ecological approach in social studies learning on students' ecological intelligence compared to conventional learning. Finally, an ecopedagogical approach in social studies learning needs to be developed to foster sensitivity regarding the complexity of environmental problems in order to contribute to environmental issues.

Teachers’ affective approaches in social studies learning environments of late-childhood education during covid-19

Teachers’ affective approaches in social studies learning environments of late-childhood education during covid-19

Impact of project-based learning approach in social studies on the academic achievements of 6th grade students in Trashigang middle secondary school

The study explored the effectiveness of project-based learning and students’ perception of it. The study employed an explanatory sequential mixed-method research approach with a pre-test and post-test experiment on a single group. The participant consists of 37 students in 6th grade at Trashigang middle secondary School. The study consisted of an achievement test as the quantitative data that was analysed using histograms and paired-sample t-test. The qualitative data were collected using semi-structured interview from 10 students. To generate themes for the qualitative data, Braun and Clarke's thematic analysis was used in the study. The quantitative result of the study revealed that there were significant improvements in students’ scores on achievement tests after intervention using project-based learning approach. The qualitative results indicated that students’ perceptions and views on project-based learning were positive since the majority of the students were engaged on the group level. Project-based learning also fosters collaborative skills such as communication skills and teamwork.

다문화 음악교육을 위한 컵타 합주 교수 · 학습 방안 연구: 뱅크스의 다문화 교육이론을 바탕으로

The purpose of this study was to investigate a teaching and learning approach with a cup percussion ensemble to provide an effective lesson in multicultural music education. To develop a lesson plan that achieved the study’s purpose, this study selected a cup percussion as a medium of interaction and this study examined the multicultural education theory porposed by James Banks. This study adapted the lesson model of the multicultural transformation approach in social studies suggested first-grade middle students music curriculum to help students increase their academic achievement and develop positive attitudes toward multiculturalism. Through this study, First, cup perussion instrumental activities can provide a special musical experience to teachers as well as students, and in the practice process through ensemble, it can be extended to creative experience activities linked to creative and cooperative learning for each group. Second, to promote understanding of cup percussion, this study discussed the definition of rhythm, looked into the concept and characteristics of cup percussion and how they use oral consonants, and analyzed the educational functions of cup percussion and included in middle school music textbooks. Third, Playing a cup song while singing folk songs from different countries promoted interest and positive interactions among the students. It is hoped that this study will help you learn about the cultural background of each country's unique value through multicultural music education, and will be a study to professionally understand the concept, principle, theory, and practice of multicultural music education through the Cup percussion ensemble as an effective response task.

Exploring Social Studies Education Through the Lens of Constructivism: A Literature Review

This study explores the efficacy of the constructivist approach in Social Studies (IPS) education, investigating its role in shaping the learning landscape. IPS, a blend of social sciences tailored for educational purposes, becomes a focal point as constructivism emerges as a theoretical framework. Defined as a cognitive process based on students' experiences, constructivism emphasizes active knowledge construction. The research employs a literature review methodology, analyzing trends from articles published from 2019 to 2023. The findings underscore the positive impact of implementing constructivism in IPS education, fostering heightened student engagement, motivation, and improved academic achievement. This study offers insights for educators and researchers seeking to enhance student-centric learning strategies in the dynamic realm of IPS education.

Oral History Approach in Social Studies Teaching: Its Improvement to the Elementary School Learners’ National Identity Values in Kuwait

Being a dynamic social studies teacher assumes responsibility to produce better nation citizens. This study determined the effects of oral history approach in social studies teaching on elementary school learners’ values improvement in Kuwait. A quasi-experimental group design was used in the study with thirty female students from the two grade five classes in Kuwait. These respondents were selected at random, with the permission and approval of their respective teachers. There was a significant difference between the mean scores of the pretest measurements in the national identity values. Likewise, there was also a significant difference between the mean scores of respondents’ achievements in the posttest. With the use of an oral history approach to teaching social studies, the respondents exhibited well-grounded national identity values that may benefit the people and catapult the country’s positive development. These values were indicative of creating high engagement within the classroom, increasing students’ responses, and improving their national identity values through awareness of the country’s oral histories. With the use of this approach as a critical part of the learning environment, it becomes an efficient tool for the respondents’ personal and intellectual development.
 
 Received: 7 May 2022 / Accepted: 25 August 2022 / Published: 2 September 2022

Pedagogical Understanding of the Jurisprudential Approach in Social Studies: Review of the Context

Pedagogical Understanding of the Jurisprudential Approach in Social Studies: Review of the Context

Pengembangan Bahan Ajar Perencanaan Pembelajaran Ilmu Pengetahuan Sosial Berbasis Scientific Approach

This study aims to to produce the teaching material planning learning social studies based scientific approach and engetahui student assessment against teaching book learning scientifiec approach planning based social studies. The development of the teaching material learning social studies approach planning based scientific research methods have research and development (R & D). The use of a method of R & D so that yield the product in the form of the teaching material planning learning social studies based scientific approach. A method of R & D that will be used referring to ten steps the theory Borg and Gall. The results of research and discussion on, that teaching materials scientifiec approach planning based on social class obtains a judgment very reasonable from the review the matter, media experts review, and a review of a linguist. In addition, the teaching materials scientifiec approach planning based on social class was tested a small group has given assessments of 9 students were attending a course planning learning social class in the study tadris social class obtains a judgment very reasonable for use. So based on this research writer can conclude that the development planning teaching materials based on social class scientifiec approach should be used.

Development of Social Studies Learning Outcomes with Tajhin Peddhis-Based Etnopedagogy Approach

The purpose of this study was to describe social studies learning outcomes with an Ethno pedagogy approach based on the tajhin pheddis tradition. The research method is classroom action research with the Spiral Model from Kemmis and Taggart. In general, four stages are usually passed, namely: Planning, Acting, Observing, and Reflecting. The subjects or informants are social studies teachers and Class VII students at Madrasah Tsanawiyah. This study's techniques and data collection tools were observation and interview techniques. Student learning outcomes have increased between cycle 1 and cycle 2. The increase in learning outcomes can be seen from the average cycle 1 of 62, 5. The average value in cycle II has increased by 79, 5, while the average presentation of completeness in the cycle This II increased to 80% of students who completed above the KKM score. Based on the average value and the percentage of classical learning completeness, it can be concluded that social studies learning with an ethnopedagogic approach based on the tajhin pheddis tradition can improve student learning outcomes in social studies subjects. Learning with an ethnopedagogic approach through the tajhin tradition pheddis can be an approach in social studies learning that is meaningful learning. It is shown that the study results indicate an increase in student learning outcomes at MTs AL-Ikhlas Kuala Mandor B.

Elementary Social Studies Approach to Critical Global Citizenship Education

목적 본 연구의 목적은 초등 사회과에서 비판적 세계시민교육의 교육적 의미와 시사점을 확인하고 이를 담아낼 수 있는 구체적 수업사례를 제안하는 것이다. 방법 이를 위해 세계시민교육의 등장배경과 함께 유사한 다른 교육개념들을 비교하여 세계시민교육의 특성과 한계를 도출하였다. 이로부터 비판적 세계시민교육의 필요성을 논의하고 비판적 세계시민교육을 구성하는 담론들의 지형, 세계시민교육과 비판적 세계시민교육이 글로벌 문제를 보는 관점의 차이, 비판적 세계시민교육이 작동하는 구조를 검토하여 비판적 세계시민교육의 실제 양상을 확인하였다. 그리고 초등 사회과에 기반한 비판적 세계시민교육의 수업사례를 제시하였다. 결과 세계시민교육의 여러 한계와 문제를 극복하기 위하여 비판적 세계시민교육이 필요함을 확인하였고 세계시민교육이 신자유주의, 자유주의, 비판적 담론과 담론 간의 상호작용으로 구성되었음을 세계시민교육의 유형을 통해 검토하였다. 또한 세계시민교육에서 문제를 바라보는 관점을 ‘부드러움’과 ‘비판적’으로 비교하여 비판적 세계시민교육의 관점을 구체적으로 살펴보았다. 그리고 교육현장에서 비판적 세계시민교육의 구조와 요소를 탐색하였다. 끝으로 글로벌 초콜릿 기업의 아동노동금지와 코로나 19로 인한 편견과 차별 그리고 생명의 가치를 학습주제로 한 비판적 세계시민교육의 두 수업사례를 제안하였다. 결론 비판적 세계시민교육은 초등 사회과의 성격, 구성 원리, 학습주제, 추구하는 학습자의 역량 등에서 매우 동질적임을 확인할 수 있었다. 이는 비판적 세계시민교육이 교과교육에서 이루어질 때 초등 사회과와 상호 연계 및 융합교육에 적합함을 의미한다. 또한 비판적 세계시민교육은 수동적 시민이 아닌 왜곡된 권력과 억압된 기술에 대응하고 서로 연대하여 더 나은 사회를 만들어나가도록 실질적 방식과 가능성을 찾고 도전하도록 촉진한다는 점에서 사회과 교육적 가치와 의미를 확인할 수 있다. 이러한 비판적 세계시민교육이 추구하는 인간상은 단기간의 교육으로 이루어질 수 없기 때문에 공교육의 첫 단계인 초등교육에서부터 시작될 필요가 있다.

The Effects of Authentic Learning Approach on Academic Achievement and Attitudes in Social Studies Course

In this study, the effects of the authentic learning approach in social studies on academic achievement, retention of knowledge, and attitude towards the course were investigated. In the study, a quasi-experimental pre-test-post-test design with a non-equivalent control group was used. The study group consisted of 50 6th grade students. In the process, the authentic learning approach was used in the experimental and control group, the texts and instructions given in the course book were followed. The study data were collected by the “Social Studies Course Academic Achievement Test” and “Social Studies Course Attitude Scale”. As a result of the experimental process, it was obtained that the academic achievement levels of the students in the experimental and control groups in the social studies course increased and differed significantly compared to the pre-experimental process. It was observed that the measurement results in the follow-up studies conducted five weeks after the measurement after the application did not differ significantly from the post-test scores of the students in the control and experimental groups. The difference between the achievement test scores of both groups was significant, favouring the students in the experimental group. The changes in the attitudes of the students in the control group towards the social studies course were not found to be significant when compared to the pre-experimental process, while the changes in the attitudes of the students in the experimental group were significant. While there was no significant difference between the pre-test attitude scores of the students in the experimental and control groups, a significant difference was found between the post-test attitude scores favouring the experimental group. In this respect, the authentic learning approach has created an important alternative to methods based on knowledge transfer. In addition, it was observed that the authentic learning approach positively changed students’ attitudes towards the course.

Assessing the Pedagogical Approaches of Social Studies Tutors Instructional Delivery in the Colleges of Education in the Eastern and Greater Accra Regions of Ghana

The purpose of the study is to assessing the pedagogical approaches of Social Studies Tutors instruction delivery in the Colleges of Education in the Eastern and Greater Accra regions of Ghana. The research design that was used for the study was a blend of quantitative and qualitative methods in a descriptive survey manner. The stratified sampling technique was used in this study. In all, a sample size of four hundred and eighty (480) Social Studies teacher trainees were chosen for the study. The data collection tools used were semi-structured interview guide and questionnaire. The study revealed that most of the tutors used appropriate pedagogical approaches to the effective teaching and learning of Social Studies. Again, the study revealed that majority of respondents agreed that the pedagogical content knowledge of Social Studies teachers and teachers’ teaching-learning strategies significantly enhanced the Social Studies instructional process in the classroom. It is recommended that Teacher training institutions, teacher education division, and universities in Ghana should give appropriate training to teachers in their subject areas to improve upon their pedagogical skills and knowledge.

Introducing Curricular and Pedagogical Resuscitation (CPR): A Black Approach to Reviving the Self and Collective through Social Studies

Social studies has been lagging in the race to gain classroom instructional time due to the impact of high-stakes testing in urban schools. Furthermore, social studies can be particularly uninteresting to Black students whose diverse sociocultural histories and perspectives remain diminished or absent. Therefore, this paper advances curricular and pedagogical resuscitation (CPR) as a renewed and continuing quest to properly address and privilege Black students and their lived experiences. Employing BlackCrit, we forward CPR as a more accurate, timely, and holistic social studies approach—addressing the body, spirit, and mind of our students.

Supporting Academic Vocabulary and Social-Emotional Skills of Students With Learning Disabilities Through an Arts-Integrated Social Studies Approach

Supporting Academic Vocabulary and Social-Emotional Skills of Students With Learning Disabilities Through an Arts-Integrated Social Studies Approach

2015 초등 역사 교육과정에 대한 교사의 인식과 학생의 역사 이해

The 2015 Elementary History Curriculum is defined by ‘the restructuring of content surrounding the key concepts’, ‘topic-oriented integrated composition’, ‘topic-based composition centered around historical figures and cultural history’, and ‘the distributed arrangement of prehistoric age and contemporary history’. However, the researchers of history education went further to highlight the key concepts in which the academic structure and essence of the subject are not disclosed. They also identified the mechanical association lacking contextuality, the emphasis on national history and the reduction of life history, and the application of the expanding environmental approach to the history field, as issues associated with the 2015 Elementary History Curriculum. This study would examine the responses of students and teachers concerning the difficulties raised with regards to the 2015 Elementary History Curriculum by the department of history education. As a result of interviews conducted among teachers and students, most teachers acknowledged that the key concepts of the elementary history curriculum, only include concrete historical facts. They indicated that the amount of learning had increased excessively, and knowledgeoriented history classes were provided. The teachers agreed on the use of the integrated approach in social studies, in addition to the purpose and direction of local history education for third and fourth grade students. Even so, they encountered various obstacles in preparing an appropriate teaching method. There was found to be a considerable number of teachers who agreed that history education should promote national identity, as well as those concerned about the problems caused by instilling patriotism through history education. The third graders could easily understand the prehistoric age through stories; however, no meaningful learning took place concerning the evolution of tools without historical context. As the fourth graders had recently encountered Korean history from various paths, they found national history to be more interesting than local history. The fifth graders did not understand the actions of historical figures in the context. They had difficulties in learning about cultural properties, since the terms were unfamiliar, and they did not encounter them often in their everyday lives. The sixth graders had a strong tendency to think of history as a subject that needed to be memorized and did not understand the flow of Korean history accurately. This kind of perspective toward history can be attributed to the ill-considered revision of the curriculum. Lastly, this study has the following proposals for elementary school history education: First, it is necessary to change the current curriculum, which requires students to memorize knowledge to one that creates opportunities for historical inquiry. Secondly, elementary school history classes should be a venue for students to experience and learn about history in a vivid and captivating manner. Thirdly, it is necessary to pay more attention to life history. Empty history education, which does not represent the dynamic lives of people, is a significant obstacle to students’ acceptance of meaningful history.

PERBEDAAN HASIL BELAJAR SISWA KELAS III SD PADA PEMBELAJARAN IPS MELALUI PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DENGAN KONVENSIONAL (STUDI EKSPERIMEN DI SD SABBIHISMA PADANG)

This research was aimed to find difference of learning achievement between contextual teaching and learning and conventional approach in social studies at grade III Sabbihisma elementary school, Padang. The finding of this research are: (1) there is different learning achievement student of s ocial studies conducted using CTL and conventional at grade III of elementary school, (2) there is different learning achievement with high background knowledge tought using CTL and one with high background knowledge tought using conventional approach of social stud ies , (3) there is different learning achievement with low background knowledge tought using CTL and one with low background knowledge tought using conventional approach of social studies . Key Words : Achievement Learning, Approach-CTL, and Conventional

What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.

La enseñanza de las Ciencias Sociales a partir de problemas sociales o temas controvertidos: estado de la cuestión y resultados de una investigación

La enseñanza de las ciencias sociales a partir de problemas sociales tiene su origen en las propuestas de Dewey, que fueron aplicadas, en especial, en los cursos de historia de los años 50 y 60 del siglo pasado. Posteriormente se diferenciaron dos líneas de enseñanza e investigación. Una línea centrada en el proceso o la metodología, cercana al aprendizaje basado en problemas, como las situaciones-problema desarrolladas principalmente en Canadá y Francia, y los trabajos sobre el laboratorio de historia o geografía, desarrollada en Italia.Otra opción se fundamenta en la teoría crítica y se centra en el conocimiento, ya que considera que los contenidos de historia y ciencias sociales son los problemas sociales relevantes o temas controvertidos, denominación con que se traducen las propuestas de los estudios sociales críticos de EE. UU. En Francia aparece una corriente posterior, en los primeros años del presente siglo, que también podemos relacionar con la teoría crítica, con el nombre de cuestiones socialmente vivas.En el grupo de investigación GREDICS hemos investigado sobre la enseñanza de las ciencias sociales a partir de problemas sociales relevantes o cuestiones socialmente vivas. En este caso, presentamos los resultados de una investigación que pretende analizar el desarrollo del pensamiento crítico de alumnado de educación secundaria, a partir de la implementación de una secuencia didáctica donde se trabaja un tema controvertido.

Implementing Argumentation-Based Science Learning Approach in Social Studies: Academic Achievement and Students’ Views

The purpose of this study was to investigate the effects of the argumentation-based science learning approach on students’ academic achievements and examine student views about use of this approach in social studies. We used a mixed methods research design to document changes as a result of an argumentation-based science learning approach implementation. The participants were 94 seventh grade students from three different classrooms of a middle school in Erzurum, Turkey. We developed the Population in our Country Academic Achievement Test to collect quantitative data before and after the implementation, and used a semi-structured interview form to collect quantitative data after the implementation. Using descriptive, one-way ANOVA, and multiple comparison Tukey test statistical data analysis methods, we analyzed the quantitative data. Then, we used content analysis method to analyze the qualitative data. Results of the quantitative data analysis showed that there was no statistically significant difference between academic achievements mean scores of the students in the experimental and control groups in the pre-test. However, after the implementation, there were statistically significant differences between groups indicating that academic achievement mean scores of students in the experimental group was statistically higher than those students in the control groups in the post-test. Results of the qualitative data analysis indicated the argumentation-based science learning approach activities helped students understand subjects better, facilitated their learning, provided permanent learning opportunities, increased their interest and attitudes towards the course, and enhanced their success in social studies. These results suggested that implementing the argumentation-based science learning approach in social studies was effective in enhancing students’ academic achievement and resulted in developing positive views of students about the approach

The Effect of Authentic Learning Approach in Social Studies Teaching on the Academic Success

The purpose of this study is to determine the impact of authentic learning activities organized within the scope of the social studies course of 5th grade students on the academic success. Quasi-experimental design which is one of the quantitative research methods was used in the research. The study was carried out in the academic year of 2017-2018 in schools that represent three different socioeconomic statuses in Ankara province. 62 students from Cankaya Province; 61 students from Yenimahalle Province and 61 students from Altindag Province; a total of 184 students participated in the study. Academic achievement test developed by a researcher was used as a data collection tool in the study. According to the results, the academic success of experimental groups where authentic learning activities were used was found to be higher than the academic success of the control groups where the available programs were used. Again, in the groups where authentic learning was applied, it was found out that the girls were more successful than the boys. It was also found out that authentic learning activities increase success in all classes with socioeconomic status.