Elementary Social Studies Research Articles

Reel critical: using film to teach Indigenous studies in the elementary classroom

PurposeFilm has long been an instructional tool in social studies education; however, most research and methods for using film to teach social studies are situated at the secondary level. As such, the purpose of this study was to extend and expand what is known about using film in elementary social studies classrooms. More specifically, this qualitative content analysis study explored how and why elementary pre-service teachers (PSTs) used film clips from Molly of Denali to design critical Indigenous studies lessons. The data offer insight into the possibilities of using film as a strategy to teach anti-oppressive elementary social studies education.Design/methodology/approachThe authors used qualitative content analysis in this study. Data for this study included 17 lesson planning assignments and corresponding written rationales completed by PSTs in an elementary social studies methods course. Data collected as a result of convenience sampling, given both the authors were the instructors of the methods course. To analyze the data, the authors used a multi-step coding process and a combination of inductive and deductive coding.FindingsGrounded in a framework of anti-oppressive and anti-colonial education, PSTs designed elementary social studies lessons that used film clips from Molly of Denali to increase representation, center a counter-narrative and serve as a motivator. PSTs also infused other sources into their lesson plans, thus extending their lessons beyond the film.Originality/valueGiven the lack of research on how film can be used in elementary social studies classrooms, this study fills a void in the literature. Results of this study suggest that similar to the benefits of using film in secondary classrooms, film can be an engaging and motivating source of information for elementary students. Moreover, when used within a critical pedagogical framework like Sabzalian's (2019) critical orientations of Indigenous studies, film can increase representation and teach anti-oppressive counter-narratives in the elementary classroom.

Analysis of the 2022 Revised Elementary Social Studies Curriculum Achievement Standards

Analysis of the 2022 Revised Elementary Social Studies Curriculum Achievement Standards

Aktualisasi Budaya Literasi Mata Pelajaran IPS dalam Pembentukan Karakter Nasionalis Siswa Sekolah Dasar

Research related to the actualization of local wisdom-based interactive media in elementary social studies learning was carried out at Tatelek Elementary School, Manusak Village, East Kupang District, Kupang Regency. Implementation of this research aims to; 1) knowing and describing the social studies learning process at Tatelek Elementary School in Manusak Village; 2) designing interactive media based on local wisdom; and 3) actualizing interactive media based on local wisdom in social studies learning at SD Tatelek. This qualitative research is descriptive in nature involving fifth grade students as research subjects. The results of the implementation of this activity have a positive impact on each party. Teachers are more innovative and creative and more enriched in designing learning, especially social studies learning. In addition, the existence of media that is designed and provided for the school can be used as an example that adds to the teacher's insight in making and using learning media in class. Students as subjects and objects in participating in learning are also maximized. Achievement of IPS material is more effective and maximal. Based on the results of this study, it is recommended that schools and local governments design various self-development activities, especially teachers in order to improve the quality of education

The possibilities of teaching the past: fifth grade teachers' instructional choices

PurposeThe purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this study, the author asks the following broad research question: When presented with a collection of social studies instructional resources, how do elementary teachers describe the choices they do make/may make?Design/methodology/approachIn this comparative case study, fifth-grade teachers were interviewed using verbal protocol methodology, they discussed their curriculum, teaching and instructional decisions as each was presented with history/social studies resources associated with newly adopted state standards.FindingsFindings indicate these elementary teachers have professional freedom to make instructional decisions in the ways they interpreted the standards, design instruction and select materials for social studies.Originality/valueThis study contributes to and extends the research in elementary social studies. Teachers' voices and decisions are presented as intellectual and pedagogical actions associated with teaching elementary school social studies.

Straight to the Sources: Analyzing Elementary Preservice Teacher Planning for Inquiry

Through a multiphase coding process, the researchers examined the selection, characteristics, and planned use of 111 written, visual, oral, and material sources that preservice teachers incorporated into plans for inquiry-based elementary social studies instruction. Preservice teachers identified Google as their main tool for locating potential sources, selected far more secondary than primary sources, and varied widely in how they prepared sources for elementary students. Planned use of sources focused almost entirely on identifying key details, with limited opportunities designed for students to contextualize sources, examine bias, or corroborate evidence. Implications for teacher education related to source selection and analysis are discussed.

“Fitting It In”: Elementary Teachers Talk About Social Studies Instruction in Public School Classrooms

The tenuous state of elementary social studies has been explained by scholars who cite lack of time and curriculum resources devoted to social studies; teachers’ emphasis on tested subjects; and instruction that distorts, trivializes, or omits social studies content. Integrating social studies with other core subjects has been positioned as a viable approach to address some of these challenges, but not all teachers have a healthy understanding of integration as an avenue for robust social studies instruction. This qualitative study explores 14 elementary teachers’ stances to social studies as a core content area—with particular emphasis on content integration—in public schools. By investigating ways in which practicing teachers talk about social studies in their classrooms, this paper adds to the growing body of scholarship documenting the peripheral status of social studies in early grades. Findings offer theoretical implications for interpreting how and why social studies continues to be marginalized in early grades by focusing on participants’ healthy and unhealthy understandings of content integration.

Implementation of HOTS Oriented Problem Solving in Elementary Social Studies Learning

The KTSP curriculum included in the 2013 curriculum as a complement to the previous curriculum is expected to change the perspective of educators in managing, planning and developing learning in the classroom. IPS learning. Student learning activities are not focused on finding a concept but rather on memorizing it, and book-based learning does not foster critical thinking skills. Therefore we need a Problem Solving learning model as a learning model that can help. students develop their Higher-Order Thinking Skills. The purpose of this research is to ascertain how social studies teaching in elementary schools incorporates HOTS-oriented problem solving. Qualitative literature review was conducted as a research method. Documentation study is a data collection technique, and involves examining the contents of documents related to the research subject. This research can be used as a reference for elementary school teachers to implement learning in their classes. As a result, teachers can use it to overcome learning challenges.

Analysis of Online Learning Problems in Social Studies Subjects (Scope of Elementary Schools)

At the beginning of 2020, the country of Indonesia was hit by a virus outbreak that we often know as COVID-19. This greatly affects all sectors in Indonesia, especially in the field of education. That is why, the rate of education in this pandemic era is very low. Even so, the Indonesian government always tries to advance education by issuing programs that help Indonesian students to keep learning. For example, by publishing online learning programs (on the network) as well as student quota funds or fees. Although it doesn't run like normal learning in general, this program might help a little. Unfortunately, the consequences of this program also cause many problems or problems that occur. Both internal and external factors. Social studies learning is one of the fields of study that includes social sciences, humanities and social problems of life. At the elementary school level, this learning is one of the important areas to learn, but since learning is done online, there are many things that create an obstacle in this learning. Therefore, it is necessary to solve problems in elementary social studies learning barriers to help realize the importance of social studies learning.

다문화·융합적 관점에 기초한 초등사회과 해양교류교육의 실행 방안 탐색

Objectives This study presented the necessity and specific action plans for maritime exchange education according to the perception that marine exchange education is insufficient in elementary social studies in the era of increasing marine exchange. Methods Since Korea has three sides of the sea, it has been developing maritime exchanges with various countries for a long time. Therefore, in this study, how Korea has developed maritime exchanges from the past to the present was examined through various literature. In this process, I looked for what is easy to present to elementary school students. In addition, the maritime exchange section presented in the current elementary social studies textbook was analyzed and problems and alternatives were presented. Results Currently, there is no content related to marine exchange in elementary social studies textbooks. The textbook identifies the ocean with the topography of the sea. Accordingly, the focus is on the lifestyle of people living in the sea. Through this, students cannot find the importance and meaning of marine exchange. Accordingly, the specific steps and methods of marine exchange education in the elementary social studies department were presented from the perspective of marine ethics, multicultural perspective, convergent thinking ability cultivation, and recognition of regional identity in the historical transformation process. In addition, the specific steps and methods of marine exchange education presented were presented and generalized by presenting cases of applying them to international exchange classes. Conclusions With globalization, maritime exchanges are increasing. Accordingly, elementary social studies departments should actively include contents related to marine exchange education in textbooks. However, the field does not know what marine exchange education is and how to practice it. Therefore, in this study, the necessity of marine exchange education and specific practical steps were presented. In addition, it was possible to generalize by showing actual practice cases according to the research results. It is meaningful that this research is the first attempt in the elementary social studies department, and we hope that complementary research will be actively conducted in the future.

초등 사회과교육에서의 K-평균 군집화 알고리즘 기반 수업의 효과성

Objectives The purpose of this study is to check whether elementary social studies class is effective in cultivating learners' accountability and information utilization skill using the K-means clustering algorithm and to propose a new elementary social studies class model suitable for the era of the 4th Industrial Revolution. Methods Using various tools, the procedure of the K-means clustering algorithm was reconstructed into an unplugged class model, and the class was constructed by fusing it with the climate environment among the topics of elementary social studies education. In addition, the effectiveness was analyzed qualitatively and quantitatively by applying it to actual elementary school classroom. Results After executing the class applying the K-means clustering algorithm, it was found that accountability was cultivated by qualitative analysis of the learning material written by students. In addition, when quantitatively analyzing and comparing students' information utilization skill before and after class, it was found that the information utilization skill after class was further improved. Conclusions Through this study, the possibility of convergence of elementary social studies education and K-means clustering algorithm was confirmed, and the effectiveness of algorithm-based class in elementary schools was verified. In addition, a new elementary social studies class that can be used in the era of the 4th Industrial Revolution was proposed.

We need a curricular cooperative: envisioning a future beyond teachers paying teachers

ABSTRACT The curriculum marketplace Teachers Pay Teachers (TPT) claims that 85% of educators in the United States use the site. Despite substantial evidence that TPT offers low quality materials, little research has explored the impact of TPT on curriculum-making. We analyze 76 TPT seller sites from assignments submitted by teacher candidates in an elementary social studies methods course to understand how teacher education candidates encounter and make sense of TPT. We observe that TPT produces siloed ‘one-stop shops’ that attempt to capture users’ attention, discouraging the kind of legitimate peripheral participation and resource sharing described by the proponents of ‘teacherpreneurship.’ We offer an alternative model of curricular supplementation that builds on the affordances of platform technologies.

‘This is a second-class citizen thing!’: Educating justice-oriented citizenship through critical literacy in elementary social studies

This qualitative case study examined how a class of fifth graders developed critical consciousness through critical literacy and social studies education. Activities in the class centred upon discussions of social justice-oriented texts. Findings revealed that when students engaged in texts dealing with social justice issues, they were able to take a critical stance on them. Based on the contextualized understanding of the texts, counternarratives and society, the students expanded their critical conversations about issues of power and privilege, especially white privilege. Critical literacy helped them internalize democratic values and civic virtues. Ultimately, this study provided a venue for children to increase agency and develop critical sociopolitical awareness as justice-oriented citizens who seek equity in our society.

Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

PurposeThis study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.Design/methodology/approachSeventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.FindingsThe findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.Originality/valueThe article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.

PROBLEM BASED LEARNING MODEL TO EXPLORE VALUE OF LOCAL WISDOM IN SD SOCIAL STUDIES LEARNING

This local wisdom-based learning is expected to be able to bridge students to understand and know the customs, culture, values and norms that apply in the region or ethnic group. This study aims to explore the values of local wisdom in elementary social studies learning using a Problem based learning model. The research design uses a descriptive research model. The data collected in the form of quantitative data through formative tests, analysis of observation sheets, and document analysis. The number of research subjects consisted of 35 students divided. This research was conducted in a public school located in Cimahi City. The results of the study indicate that the implementation of the PBL model to explore the values of local wisdom in elementary social studies learning can be selected and used as one of the appropriate methods or innovations to be applied by teachers in the online learning process.

Facilitating a Controversial Issues Discussion in Elementary School about Using Indigenous Sports Mascots

In this study, we investigate how a third-grade teacher enacted controversial issues discussion about the use of Indigenous people as sports mascots. We highlight how the teacher supported eight students’ sensemaking about the issue during small-group instruction. We provide suggestions for controversial issues teaching in elementary social studies.

Analysis of social science e-modules on the practicality of Learning PGSD students

The researcher aims to develop the E-Module and see the practicality of using the E-Module. The method used in this research is research and development. The development model in this development research uses a 4-D model by following the steps: Define, Design, Development and Disseminate. Apart from that, there are also observations and interviews to see how far the practicality of learning using this E-Module is. E-Modules can increase students' interest in receiving elementary social studies learning. The developed E-Module has been tested by several experts and is valid in use and use so that it can be seen that this E-Module is very well used for learning. This e-module is also a practical medium in learning and can be used in any situation regardless of distance and time and can assist in the online social studies learning process for PGSD students.

MULTICULTURAL EDUCATION IN SOCIAL SCIENCE LEARNING TO IMPROVE CULTURAL LITERATURE OF ELEMENTARY SCHOOL STUDENTS

In general of this research is to examine the cultural literacy skills of elementary school students through Social Studies learning based on multicultural education. In particular, the specific targets to be achieved are as follows: (1). Implementing multicultural education in elementary Social Studies learning in elementary schools; (2). Knowing the responses of teachers and students to Social Studies learning based on multicultural education: (3). Improving the cultural literacy skills of elementary school students in Social Studies learning based on multicultural education. The research method used is qualitative. The research procedure was carried out through the following stages; the initial observation of the learning process, then in the implementation of the research a pretest was carried out to determine the student's initial knowledge, the implementation of Social Studies learning based on multicultural education, and giving a final test or posttest. The results of the study were based on the results of the pretest and post-test data processing of cultural literacy skills using the test instrument, the results showed that Social Studies learning based on multicultural education obtained a significant increase. This can be seen from the average value of student learning scores at the time of the pre-test which obtained a result of 65.00 and the post-test obtained an average score of 85.57. The average value of increasing students' cultural literacy is in the very good category and can be seen from the acquisition of the highest score during the posttest which reached a score of 95.00. From the results of the data analysis, it is known that there is an increase in the cultural literacy of fourth-grade elementary school students in Social Studies learning based on better multicultural education

The Urgent Need for Preparing Anti-Oppressive Citizens in Elementary Social Studies: A Conceptual and Pragmatic Framework for Educators

The Urgent Need for Preparing Anti-Oppressive Citizens in Elementary Social Studies: A Conceptual and Pragmatic Framework for Educators

Conceptualization and Generalization of an Integrated Lesson in Elementary Social Studies and Its Effects on the Use of Learning Strategies

Conceptualization and Generalization of an Integrated Lesson in Elementary Social Studies and Its Effects on the Use of Learning Strategies

A Comparative Analysis of Localized Textbooks for 4th graders in Elementary Social Studies - Focusing on the educational materials made by education offices of 16 city and province -

A Comparative Analysis of Localized Textbooks for 4th graders in Elementary Social Studies - Focusing on the educational materials made by education offices of 16 city and province -