Elementary Social Studies Textbooks Research Articles

An Analysis and Evaluation of the Field Validity of Elementary Social Studies Textbooks under the 2009 revised Curriculum*

An Analysis and Evaluation of the Field Validity of Elementary Social Studies Textbooks under the 2009 revised Curriculum*

An Analysis of Elements for Teacher Librarians’ Educational Information Services Embedded in Inquiry Tasks of Elementary Social Studies Textbooks – based on the 4th․5th․6th Grade in the First term -

An Analysis of Elements for Teacher Librarians’ Educational Information Services Embedded in Inquiry Tasks of Elementary Social Studies Textbooks – based on the 4th․5th․6th Grade in the First term -

An Analysis on Elementary Social Studies Textbooks from the Perspective of Environmental Justice

An Analysis on Elementary Social Studies Textbooks from the Perspective of Environmental Justice

An Analysis on Unit framework in Elementary Social Studies Textbooks of the Unite States

An Analysis on Unit framework in Elementary Social Studies Textbooks of the Unite States

Text Analysis of the ‘Geographical and Environmental’ Part in Elementary Social Studies Textbook - Focused on the Register Concept of Halliday -

본 연구는 사회과의 언어가 그 역할을 충실히 하는지 점검하기 위한 기준으로 Halliday의 사용역 개념을 활용하여, 2007 개정 초등 사회 교과서 ‘지리·환경’ 영역을 분석하고 향후 교과서 연구자들에게 바람직한 텍스트 구성 방법을 제안하는 것을 목적으로 한다. 본 연구는 2007 개정 초등 사회 교과서 및 인정교과서/참고도서, 외국교과서에 공통적으로 수록된 사회과의 주요 개념들을 분석대상으로 하였다. 연구 방법으로는 사용역 개념을 활용한 체계기능 언어학의 분석방법을 사용하였다. 분석 결과, 2007 개정 초등 사회 교과서 ‘지리·환경’ 영역 텍스트의 특성은 다음과 같이 요약할 수 있다. 첫째, 개념의 속성을 많이 다루는 텍스트, 즉 사물참여자와 관계적 술어의 결합으로 구성된 문장이 많았으며 부가적 관계로 개념이나 사실을 나열하는 텍스트가 많았다. 둘째, 지도서 총론에 명시된 바와 같이 활동과 내용의 조화를 추구함에도 불구하고 활동을 독려하는 청유문보다는 평서문 중심의 서술이 많았다. 셋째, 다중설명부의 많은 사용 및 높은 어휘밀도로 보아 적은 분량에 많은 내용을 담고자 하는 의도를 알 수 있었다.

A Study on Problem and Direction in Elementary Social Studies Textbook Development under the 2009 Revised Curriculum

A Study on Problem and Direction in Elementary Social Studies Textbook Development under the 2009 Revised Curriculum

A Content Analysis of population education in elementary social studies textbooks

A Content Analysis of population education in elementary social studies textbooks

Political Rights in Social Studies Textbooks in Turkish Elementary Education

Social Studies Textbooks are major instructional tools playing an important role about human rights in Elementary Education in Turkey. The purpose of this study is to determine the level of allocation of “Political Rights” issues in elementary Social Studies Textbooks. In accordance with this purpose, four social studies textbooks from Turkey were examined. In the research, the analysis unit is “the Political Rights”. This analysis unit is divided into three sub-categories as “Individual Freedom”, “Participation”, and “Democracy”. The research was carried out using survey design. Content analysis, a qualitative research technique, was used. The analysis of the data was carried out by calculating frequency, and percentage. As a result, it was observed that politics rights issues are included in Turkish textbooks. The study showed that Turkish textbooks contain the “participation” subcategory the most frequently.

On the Fringes and Vague: Elementary Social Studies from Multiple Perspectives

This paper compares one state’s Grade Level Content Expectations (GLCEs) for elementary social studies with teacher candidates’ definitions of social studies and social studies textbooks. In order examine the extent to which each of the four primary subcategories of social studies (history, geography, civics, and economics) are prioritized, four sources of data were used: Michigan’s GLCEs, 190 teacher candidates’ definitions, elementary social studies textbooks, and social studies methods textbooks. Using a fully-mixed, concurrent, equal status mixed methods design (Leech & Onwuegbuzie, 2009), each of the four data sources revealed dominance toward history within the broader social studies umbrella. Despite Michigan’s mandate that history, geography, civics, and economics receive nearly equal attention in elementary social studies classrooms, economics and civics are underrepresented. With increased attention on standardized test scores and teachers’ salaries tied to those scores, it is imperative that elementary social studies teachers supplement resources in economics and civics.

A Research on the Analysis of Gender Equality Viewpoint in Elementary Social Studies Textbook

A Research on the Analysis of Gender Equality Viewpoint in Elementary Social Studies Textbook

Searching for Problems in Third and Fourth Grade Elementary Social Studies Textbooks According to the 2007 Revised National Curriculum: Focusing on School Teachers' Opinions

Searching for Problems in Third and Fourth Grade Elementary Social Studies Textbooks According to the 2007 Revised National Curriculum: Focusing on School Teachers' Opinions

Using multicultural literature as an ally to elementary social studies texts

Abstract After an analysis of several elementary social studies textbooks, the authors found most to be lacking in adequate background information, illustrations, vocabulary definitions, and examples of key concepts essential for readers' construction of meaning. Other researchers have also criticized social studies texts for problems with readability, text structure, and assumptions of unrealistic levels of prior knowledge from readers. The authors have found that combining select tradebooks with the textbook can enhance children's knowledge of global educational concepts and promote intercultural/multicultural understandings. Suggestions for using children's literature, both narrative and expository, to bridge the gap between complex social studies and global education themes and students' known world are proffered.

Elementary social studies textbooks

Recent criticisms of textbooks have included accusations of favoring breadth over depth, dry writing, lack of context, failure to integrate minority groups, and overillustration. Social studies texts have, in addition, been criticized for meaning-less content, unclear goals, inadequate explanation, separation of knowledge from skills, and other failings. The authors of this article have specified other common faults. As a corrective, they suggests a return to the notion of developing curricula as means to accomplish major goals phrased in terms of intended student outcomes, and aligning social studies instruction with major social education goals.

An Analysis of the Social Science and History Concepts in Elementary Social Studies Textbooks Grades 1–4

Social studies in the primary and elementary schools is often rationalized as providing a foundation in content for junior and senior high students. In this study the history and social science concepts in five selected primary series are identified and analyzed by discipline, for presence, and for sequencing across series. The implications of the omissions and lack of systematic presentation of the disciplines are discussed and related to the needs of cognitive psychology, the spiral curriculum, and standardized testing.

Children's ability to comprehend main ideas in content textbooks

Abstract This article describes an applied educational study which explored third and sixth graders’ ability to comprehend main ideas after reading natural expository reading materials taken directly from elementary social studies textbooks. Results indicated that elementary students have much difficulty comprehending main ideas in textbook prose, and that the manner in which main idea comprehension is measured interacts with this ability. The discussion emphasizes concrete, practical suggestions elementary classroom teachers can employ to (a) develop strategies for teaching main ideas which require students to practice this skill within the medium of content textbooks, and (b) provide students more exposure to expository textbook prose in order to familiarize them with this distinctive genre and hence develop a schema for expository prose.

Elementary Social Studies Textbooks and Legitimating Knowledge

Abstract Several critics have suggested that elementary social studies texts present a naive image of society by not including information on political or other social conflict, and by presenting students with an overly positive view of the benevolence and accountability of political authority. One explanation for the unrealistic information chosen for students in their elementary social studies texts is that it represents what Silberman and Shaver have called educator “mindlessness” or inattention to critical thought. The present paper attempts to counter this type of explanation by discussing the possible social meanings of social studies knowledge. It is argued that a major social function of the information in social studies textbooks is to provide formal justification for and legitimation of ongoing institutional practices.

A Note on the Readability of the Economics Content in Elementary Social Studies Textbooks

Recently, the Joint Council on Economic Education initiated a comprehensive analysis and evaluation of the economics content in elementary and secondary level social studies textbooks. Economists and educators were asked to examine the economics content in the elementary and secondary level textbooks and the usefulness of the proposed teaching strategies. Such an appraisal is particularly important because of the role and status given to the textbook by most classroom teachers; in many classrooms, the textbook is the only source of material for student study. The results of the elementary appraisal are summarized in Economics in Social Studies Textbooks: An Evaluation of the Economics and the Teaching Strategies in Social Studies Textbooks, Elementary Grades (1-6). One question not covered by the appraisal was: How readable are elementary social studies textbooks? To answer this question, five elementary social studies textbooks (grades 2-6 were selected and analyzed by appropriate readability formulas to evaluate their reading level. The textbooks were selected from those listed in connection with the Joint Council on Economic Education's appraisal, with a text chosen from a different series for each of the five grade levels studied.1 Results of the evaluation were as follows:

Elementary Social Studies Textbooks and Their Relevance to the Negro Child

Elementary Social Studies Textbooks and Their Relevance to the Negro Child

The Elementary Social Studies Textbook in Intercultural Education

The Elementary Social Studies Textbook in Intercultural Education