Social Studies Teachers Research Articles

Pre-service social studies teachers' interpretations of ecological footprint introduction

The purpose of this research is to examine the perceptions of social studies teacher candidates regarding their ecological footprint. The research utilized a qualitative model to determine the perceptions of social studies teacher candidates regarding their ecological footprint. The design of the research is based on phenomenology (phenomenological research). The study group of the research consists of 55 students studying in the 1st, 2nd, 3rd and 4th grades in the department of social studies teaching at a university located in the Central Anatolia Region. In the study, metaphor was used as a data collection tool to determine the perceptions of pre-service social studies teachers about ecological footprint. The research took place during the fall semester of the 2023-2024 academic year at a university located in Central Anatolia. A total of 100 students participated in the study, and 54 of them created valid metaphors. The content analysis method was employed to analyze the valid metaphors. Participants' metaphors about ecological footprint were categorised. Expert opinions were sought for the established categories. In this study, in which the interpretations of pre-service social studies teachers regarding ecological footprint were examined, it was observed that pre-service teachers had limited level of knowledge about ecological footprint

Internalization of Multiculturalism Values in Integrated Social Sciences Learning

Education is an effective way to internalize tolerance to reduce intolerance, racism, discrimination and ethnocentrism among SMPI Al-Hamidiyah Kombang Talango's students. The teacher of Social Studies conducts that, the first, doing transformation of values with information, the second way gives understanding to his students. The implementation with creation in the class or carnival. Its results Social Studies's Teacher at SMPI Al-Hamidiyah can Internalizing Multiculturalism values. This study uses phenomenological research, data collection techniques used are interviews, observation, and documentation. While checking the validity of the data using extended participation, observation, triangulation. The researcher's data analysis here uses three techniques, namely; Checking Data, Organizing Data (grouping), and Drawing Conclusions/verification (drawing conclusions).

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.

Social Studies and Citizenship Education: Its Role in Entrenching Right Democratic Values in Students

This paper investigated social studies and citizenship education’s role in entrenching right democratic values in students. Over time, there has been expressed dissatisfaction by the Edo people that the government officials and representatives do not reflect public choice. There are also situations where individuals show up for voter’s registration and still fail to vote when the time comes. Nigeria has continuously been plagued by electoral malpractices and a whole lot of misconduct which gives the impression that social studies education has not made a remarkable impact. The paper examined the concept of social studies, civic and citizenship education, attitude towards voters’ registration, attitude towards the rule of law, attitude towards voting, attitude towards the electoral process and good governance in Nigeria, and concluded that social studies curriculum content be broadened to address the issues of political education.

The dirtiness of clean: Unearthing settler logics that sustain spatial woundings in the Capitalocene

In this article, we first (re)trace the presence and absence of mining, metals and extractionary practices, what we call MMEs, from environmental and sustainability curricular frameworks United Nations’ Act Now Framework. Then, we critique the swelling markets, mentalities, and mastermindings used to develop and produce “clean” and “renewable” energy sources/solutions. As one of many examples, there is increasing skepticism among Indigenous communities that history may repeat itself as the quest for “clean” results in further displacement and violations of tribal sovereignty (Healy & Baker, 2021; Holzman & Waldman, 2022; Shah & Bloomer, 2018). Notwithstanding our (e.g., authors) academic positionalities in social studies education, one of our conclusions considers the necessity of interdisciplinary collaboration between science and social studies on the issue of sustainability through MMEs.

Investigating the Correlation Between Social Studies Teachers' Student Recognition Competencies and Effective Communication Skills

Investigating the Correlation Between Social Studies Teachers' Student Recognition Competencies and Effective Communication Skills

Conflict management in friendship relationships based on gender among social science education students

This research aims to determine whether there is a difference in the way males and females encounter conflict to find a resolution in friendship relationships among Social Studies Education students. The research employs a quantitative approach with a survey method using purposive sampling, involving a total of 91 participants who have experienced conflicts, consisting of 26 male students and 65 female students. Data collection utilizes a questionnaire adapted from Johnson, and data analysis employs descriptive statistics. The results indicate that 1) conflict management strategies employed by male and female students in friendship relationships within Social Studies Education predominantly involve collaboration, with an average percentage score of 21.38 for male students and 21.45 for female students, and 2) the research findings based on gender differences show (p > 0.05 = 0.67 > 0.05, t = 0.42, df = 89), indicating no significant difference in conflict management between male and female students.

Challenging The "Happy Slave" Mythos: Reclaiming Social Studies Teacher Education With Counternarratives

Challenging The "Happy Slave" Mythos: Reclaiming Social Studies Teacher Education With Counternarratives

Implementation of Digital Teaching Material Containing Local Wisdom Values for Strengthening Pancasila Student Profile Project (P5) of Independent Curriculum in Social Studies Learning

The Strengthening Pancasila Student Profile (P5) project is one of the main programs developed by the government in the Merdeka curriculum at the school level. This policy needs to be responded to positively to achieve the expected Pancasila Student Profile. P5 is a number of character traits and competencies of students which are based on the values of Pancasila including an attitude of faith, devotion to God Almighty, noble character, global diversity, independence, mutual cooperation, critical reasoning and creativity. This research focuses on the implementation the development of digital teaching materials containing local wisdom in P5 as an effort to support the successful achievement of the Pancasila Student Profile in the Independent Curriculum which is full of the values of Pancasila based on the characteristics of educational units in Bandung. The research method used is descriptive quantitative with questionnaires and interviews involving social studies teachers in Bandung as a life curriculum in the field implementing the Merdeka Curriculum. The research results show that P5 in Greater Bandung has been running well through various project model strategies, inserting local wisdom values typical of the area around the school, and utilizing digital teaching materials as a supporting tool.

Analysis of Learning Resources and Media on Achieving Social Studies Learning Goals in Elementary Schools

The background of research is that existing learning resources and media have not been utilized optimally as seen from the use of learning resources that only focus on textbooks, lack of interaction and social attitudes in the learning process, lack of utilization of learning media, and students not focusing on participating in learning which causes social studies learning outcomes low. This study aims to describe the availability, utilization, school support and teacher constraints in using learning resources and media towards achieving social studies learning objectives at UPT Elementary Schools. Research using qualitative methods with a descriptive approach. The samples are school principals, high-grade social studies teachers and 6 students from each class. The results of the study show that the availability of learning resources and media is quite good and teachers can make good use of learning resources and media in the social studies learning process. There are obstacles to the use of learning resources and media in achieving social studies learning objectives in elementary schools such as requiring more time and a lack of reading books which make social studies learning objectives not optimally achieved, besides that school support from resource facilities and learning media is quite good. In conclusion, the availability and utilization of learning resources and media as well as school support for achieving social studies learning objectives is quite good and the obstacles encountered can be overcome properly in elementary schools

Challenging The "Happy Slave" Mythos: Reclaiming Social Studies Teacher Education With Counternarratives

Challenging The "Happy Slave" Mythos: Reclaiming Social Studies Teacher Education With Counternarratives

Investigation of the Earthquake Content in Social Studies Coursebooks within the Scope of Middle School Students' Views

Earthquake is one of the issues of social studies education within the scope of being a phenomenon affecting social life. As a matter of fact, social studies is a course that deals with all the elements related to social life. Earthquake, which is an issue of social studies, should then be taught comprehensively due to its impact on individual and social life. For this very reason, the content related to earthquake in social studies coursebooks should be both adequate and appropriate for the particular levels. The aim of this study was to examine the content on earthquake in social studies coursebooks within the scope of the views of middle school students. The views of the students in 11 provinces affected by the earthquakes that took place in Kahramanmaraş province of Türkiye on February 6, 2023 were consulted. A basic qualitative design was used in the study. Maximum diversity and criterion sampling techniques were used to determine the participant group. A semi-structured interview form was resorted to with a view to collecting the data. Content analysis was utilized to analyze the data. In the study, it was determined that the students perceive earthquake as a disruptive phenomenon, that the students thought social studies course had an important role in teaching the concept of earthquake, that the students found social studies coursebooks insufficient on the elaboration of earthquake topic and thought that the books should be redesigned accordingly. Depending on the results, recommendations for researchers and education planners were made.

Social studies teacher competencies in 2050: an e-Delphi study

With the input of 16 experts from a variety of social studies disciplines—including anthropology, art, communication, curriculum and instruction, economics, geography, history, law, measurement and assessment, philosophy, politics, psychology, social studies education, sociology, technology, and Turkish language and literature—as well as two social studies teachers, the goal of this research is to determine the competencies that a social studies teacher should possess in 2050. This mixed-method research was designed using the exploratory sequential design and modified Delphi technique. The study group was determined using the maximum variation sampling technique. The whole Delphi process was carried out online due to the COVID-19 pandemic. The analyses showed that the participants agreed on 1 competency under the “Knowledge” theme, 24 competencies under the “Skill” theme, and 6 competencies under the “Attitude” theme regarding the competencies that a social studies teacher should possess in 2050.

초등 사회과 금융교육 내용 요소 탐색 연구

Objectives The purposes of this study was to explore the content elements of financial education in elementary school social studies.
 Methods we analyzed overseas cases such as the United Kingdom, the United States, Australia, Singapore, and OECD/INFE, which have advanced financial education, and conducted focus group interviews with current elementary school teachers to explore the content elements of elementary financial education. Based on the analysis of overseas cases and the results of the teacher interviews, we derived the content elements of elementary financial education and presented a financial education curriculum that shows how these content elements can be taught in the field.
 Results Through a synthesis of international financial education practices and interviews with elementary school teachers, we identified four content areas that should be covered in primary social studies financial education: money and income, consumption and spending, saving and investing, and credit and financial security. In order to provide examples of how these content elements are specifically addressed in elementary school, a financial education lesson plan was developed for the area of saving and investing.
 Conclusions Based on the results of this study, it was suggested that in the field of elementary financial education, efforts should be made to strengthen and expand the content of financial education in the school curriculum, and that rich teaching and learning materials for financial education should be developed and academic research should be conducted. It was also suggested that the content of financial education should be flexible to meet the rapidly changing financial environment, and that financial literacy surveys should be conducted periodically for elementary school students to identify their financial capabilities.

Maps as instructional resources and scholarly performance of junior secondary school students in social studies

PurposeThe purpose of the research was to, first, investigate if the use of maps as instructional resources will boost scholarly performance and, second, examine if gender can moderate the effect of map usage on scholarly performance.Design/methodology/approachThe study was a quasi-experimental pre-test and post-test. A sample of 260 JSS II Students from 8 schools were selected through the purposive sampling technique. A Social Studies Scholarly Performance Test (SSSPT) with a reliability index of 0.79 was the instrument for data collection. The students were assigned into two groups: control and experimental. Both groups were pre-tested taught for a timeline of six weeks and thereafter post-tested.FindingsThe study reported a significant increase in the scholarly performance of students taught with maps; a significant difference occurred in the scholarly performance of both groups and gender did not moderate the effect of maps.Research limitations/implicationsThe social studies teachers used for the study did not have previous knowledge or map skills; this could have affected the outcome. Secondly, the treatment took place for just six weeks, and the time allotted for social studies in the school timetable was used. This may not have given the students enough time to master map interpretation.Practical implicationsA major implication of the study is that results will show that maps can promote the scholarly performance of students in social studies. Secondly, the fact that gender did not moderate the effect of maps suggests that maps are gender-friendly.Social implicationsThe results of the study, if implemented, would make social studies teachers to become inventive and resourceful in the use of maps as instructional resources for junior secondary students' scholarly performance in social studies without taking gender into consideration.Originality/valueThis study is a product of the researcher’s doctoral thesis; therefore, it is original and has value. The results are the product of a painstaking study carried out by the author for a period of three years on the effect of instructional resources on social studies students’ scholarly performance. Maps were one of the instructional resources studied for the award of a Ph.D. degree.

Abandoned lands: Toward a critical race pedagogy and framework for content analysis of U.S. history curriculum

In response to the current debate concerning the (in)appropriateness of using Critical Race Theory (CRT) in K-12 education, and critical race theorists’ competing call for CRT to be intentionally used to shape K-12 Social Studies education in particular, this study presents the results of a content analysis which assessed the extent to which, if at all, CRT perspectives were present within, or advanced by, New York State’s official U.S. History curriculum and the Buffalo Public School District’s most recently mandated middle school U.S. History textbook. Findings from this study suggest that while these curricular materials do not constitute a CRT-based approach to Social Studies Education, they do demonstrate the validity, appropriateness, and value of using CRT in Social Studies Education. This article concludes by offering both a CRT-based pedagogical approach and framework for future content analyses of U.S. History curriculum.

Seeking the masculine with the feminine: P-6 pre-service teachers’ views on teaching about the 2020 US presidential election

As democracies have deteriorated worldwide, understanding preservice teachers’ perceptions regarding teaching about the 2020 US presidential election helps teacher educators better guide them to make informed and intentional pedagogical decisions for democratic education. Through a survey study, we found that early childhood and elementary preservice social studies teachers did not express a strong degree of comfort teaching about the presidential election and were most comfortable teaching about matters of literacy and of political agreement.

The Burning of Black Wall Street: A Case Study on the Tulsa Race Massacre

Until the beginning of the 21st century, the Tulsa Race Massacre was omitted mainly from the social studies curriculum and state-mandated standards in the United States. However, the featured lesson provides a valuable springboard to explore the historical perspectives and injustices against the Black community in Tulsa, Oklahoma, on May 31, 1921. This lesson exemplifies how social studies teachers can effectively explore controversial issues, such as racial discrimination in U.S. history, by investigating the Tulsa Race Massacre. Students are encouraged to engage in a comprehensive analysis and discussion of newspaper articles to investigate the events prior to the Tulsa Race Massacre and the obstacles faced by the inhabitants of Tulsa in the aftermath of the tragedy. Through implementing the case study approach, this pedagogical lesson aims to foster higher-order thinking skills among students by providing an opportunity to analyze, compare, and contrast various reports in a secondary classroom setting.

The effect of AI-powered chatbots in social studies education

AbstractThe aim of this research is to investigate the educational potential of AI-powered chatbots in Social Studies learning-teaching processes. The study was conducted using embedded design, evaluated within the framework of mixed methods research. The study group consists of 78 6th-grade students studying in three different classes, along with one teacher who implemented the practices and guided the process. During the experimental phase of the study, lessons in the experimental group were taught by the practitioner teacher using an AI-powered chatbot named “SosyalciBot”. Meanwhile, lessons in two control groups were taught following the constructivist approach. At the end of the process, it was determined that the experimental group students’ post-test and permanency test scores were significantly higher than the control group students’ scores in both post-test and permanency test. In the semi-structured interviews, both students and the practitioner teacher provided positive evaluations of the pedagogical and design features of the chatbot, indicating that these features positively impacted the learning-teaching process. They also identified some shortcomings while offering suggestions for improvement. Based on the study findings, it is evident that chatbots have a high potential to contribute to Social Studies education. However, to fully harness this potential and achieve optimal effectiveness, further advancements and refinements in chatbot technology are required. At this point, it is recommended to conduct theoretical or applied studies focusing on developing chatbots with high communication capacity and explore innovative and constructive ideas regarding the integration of chatbots into educational environments.

Community Spirit and Local Wisdom: Strengthening Character Education through the Ngarot Tradition in Social Studies Learning

Purpose of the study: This research aims to provide an in-depth understanding of the contribution of the Ngarot tradition in shaping student character through learning Social Sciences.
 Methodology:This research uses a qualitative approach with a naturalistic research design. Data collection techniques used in-depth interviews and participant observation. Respondents in this study were selected based on variations in roles and involvement in the Ngarot tradition using purposive sampling techniques. Data analysis will be carried out using the Miles and Huberman model.
 Main Findings: The integration of Ngarot traditions in social studies learning has succeeded in improving students' character by strengthening the values of mutual cooperation and local wisdom. The impacts include increased solidarity, cooperation and environmental awareness, as well as increased appreciation of cultural heritage. School support and collaboration between teachers, students and the community played a key role in the success of this program, while the school's social environment also experienced positive improvements. The results show the effectiveness of this approach in shaping student character and enriching students' character education experiences and social knowledge. The Ngarot tradition in Indonesia has similarities with local traditions in America (Barnraising) and also Ghana (Adinkra) which have the meaning of building and strengthening a sense of togetherness, mutual cooperation and character.
 Novelty/Originality of this study: The uniqueness of this research lies in exploring the integration of Ngarot traditions in social studies education, enriching student character formation through deep local values.