Fifth-grade Social Studies Research Articles

DEVELOPMENT OF A LEARNING MODULE BASED ON LOCAL WISDOM OF THE SASAK TRIBE ON FIFTH GRADE IN SOCIAL SCIENCE SUBJECT AT SDN 22 AMPENAN

This research aims to produce a product in the form of a learning module based on the local wisdom of the Sasak Tribe, find out the steps for developing the module, and determine the feasibility of a learning module based on the local wisdom of the Sasak Tribe in social studies material for fifth-grade students at SDN 22 Ampenan. This type of research is Research and Development (R&D) using the ADDIE development model, which consists of 5 stages: Analysis, Design, Development, Implementation, and Evaluation. This research was conducted at SDN 22 Ampenan with ten fifth-grade students as subjects. Data collection tools use questionnaires or questionnaires. The steps in developing a module are: 1) Analysis: perform performance analysis and analysis of student needs; 2) Design: design the module from cover to bibliography, determine KD, Indicators, Learning Objectives, materials, and activity evaluation; 3) Development: the module that has been designed is printed, validated by material experts and media experts then revised according to suggestions, 4) Implementation: the module is applied to students to see the students' response in using the module, 5) Evaluation: evaluation is carried out in the form of tests on participants students to see the students' understanding of the material. The results of research and development of learning modules based on local wisdom of the Sasak tribe in the fifth-grade social studies material show that it is very suitable for use in the learning process; this is based on the validation results of media experts at 77.64% (feasible), material experts at 93.6% (very feasible), and the student response was 81.38% (very feasible).

Understanding Social Studies Concepts through Circuit Learning Models and Creative Problem-Solving Models in Fifth Graders

This study aimed to determine the development of social studies learning concepts between students who use the circuit learning model and students who use the Circuit Learning model process using the Creative Problem-Solving method in fifth-grade social studies learning in the 2022- 2023 academic year. This research uses a quasi-experimental method and the results of the ability to understand the concept of social studies data collected through a test description or essay. To analyze the differences between those two learning methods, the t-test with a significant level of 0.05 (5%) was used. After being taught using the Circuit Learning model and Creative Problem-Solving models, the results of the ability to understand the concept of social studies have a difference. Students who use the circuit learning model get an average score of 82.1, while students who use the problem-solving method get an average score of 72.86. Based on the results of the analysis of hypothesis test data using the t-test at a significant level of 0.05 (5%) obtained tcount ttable is 3.80 1.686 so H1 is accepted and H0 is rejected. Students who use the circuit learning model have a better understanding of social studies concepts than those who use the creative problem-solving model. They are more confident in learning, making it easier for them to understand social studies concepts because they learn collaboratively and competitively and are responsible for their responsibilities in the group.

The Place of Observation Skill in 5th Grade Social Studies Textbooks

The aim of this study is to comparatively examine the status of observation skills in the questions contained in the 2007 and 2020 fifth grade social studies textbooks published after the 2005 and 2018 curriculums. The reason for choosing the fifth class as a class level is that observation skills were included at this class level in both 2005 and 2018 SSCEC as a direct skill. In this research, the document review method was used from qualitative research patterns. The data collection tools of the research constitute two different fifth-grade social studies textbooks, one published in 2007 and the other in 2020. These documents are available from schools and the EBA online education platform. The data was analyzed using descriptive analysis technique. As a result of the research, it was determined that twenty-three questions about observation skills were included in the 2007 edition of the social studies textbook and ten questions were included in the 2020 edition of the textbook. However, it has been concluded that the textbook that contains the highest level of questions is the 2020 edition textbook. Fifth - grade social studies textbooks may include questions about all levels of observation skills, even if they differ in quantity over many years.

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills

The purpose of this research is to examine the effects of formative assessment practices on students’ academic achievement, attitudes toward lessons, and self-regulation skills in the fifth-grade social studies class. Mixed method research was used to conduct the study. The research group consisted of 45 students in the fifth grade of a secondary school in Erzurum in the academic year 2014–2015, and a teacher who performed the practices. Experimental procedures were carried out for 28 weeks. Social studies performance tests, attitude inventories for social studies classes, self-regulatory learning skills scales, semi-structured interview forms, and observation forms were all used as data collection instruments. As a result of the research, it was determined that the experimental group in which the formative assessment practices were performed had a significantly higher academic achievement levels and better attitudes toward the class than the students did in the control group. With regard to the students’ self-regulation skills, although the formative assessment had a positive effect, no significant difference was found between the experimental and control groups. According to the researcher’s observations and the interviews conducted with the teacher and students, it was determined that the general view on the application of formative assessment was notably positive.

Public Science of the Savage Mind: Contesting Cultural Anthropology in the Cold War Classroom

"What is human about human beings? How did they get that way? How can they be made more so?" These three questions formed the basis of a fifth-grade social studies curriculum project developed in the 1960s called Man: A Course of Study, or MACOS. In the years between the curriculum's development in the 1960s and its controversial implementation in the 1970s, two separate sets of concerns served to problematize the use of anthropological materials in public school classrooms. On the one hand, MACOS designers were wary of the possibly racist interpretations of exploring so-called "primitive" cultures in the classroom. On the other, conservative textbook reformers objected to claims that all cultural solutions to biological problems were morally equivalent. Once MACOS earned a place in national news, it came to embody both hopes for the redemption of American democratic society and fears about the violent nature of humans, depending on one's political perspective. These mixed messages eventually undermined the long-term success of the program as public science.

The Impact of Social—Behavioral Learning Strategy Training on the Social Interaction Skills of Four Students With Asperger Syndrome

This study examined the effect of a social—behavioral learning strategy intervention (SODA) on the social interaction skills of 4 elementary school children With Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the abilities of 4 children With AS to participate in cooperative learning activities, play organized sport games, and visit With their peers during lunch. A multiple-baseline-across-settings design (TaWney & Gast, 1984) Was used to analyze social behavior Without SODA (baseline) and With SODA (intervention) during fourth- or fifth-grade social studies cooperative learning activities, noon recess, and lunch. Maintenance probes occurred once a month for 5 months folloWing completion of the intervention. The participants benefited from the SODA intervention. They presented increased percentages of time spent learning cooperatively, playing organized sport games, and visiting during lunch When SODA training began. When SODA training discontinued, they maintained high performance across all study conditions, nearly matching those achieved by 4 peers Without disabilities. In addition, the participants presented long-term memory of SODA 1 month after maintenance.

Imagining a “Second Time Around” in School-Based Practice

Imagining a “Second Time Around” in School-Based Practice

Artistic Representations in Three Fifth-Grade Social Studies Textbooks

Current editions of social studies textbooks include reproductions of paintings, historical and contemporary photographs, sheet music, and other artistic representations as well as student activities such as writing plays, describing and interpreting works of art, creating murals, or role-playing historical events. Although a few researchers have examined alternative uses of artistic forms as historical evidence and as tools for expression, the artistic representations in social studies textbooks and the ways those expand or limit the social studies curriculum have not been a subject of inquiry. In this study, I analyzed 3 fifth-grade textbook series (Harcourt Brace; Houghton Mifflin; and Macmillan/McGraw-Hill) and the teachers' editions for the distribution of artistic forms of representation and the social studies content with which those representations were associated. In addition, I used the central activities in the arts as ways to view the implied and explicit uses of the arts suggested in the text...

Redirecting our Voyage through History: A Content Analysis of Social Studies Textbooks

At the heart of the debate over public school curriculum is the production of knowledge. The control of knowledge production is significant because it affects students' beliefs and attitudes about society. Because textbooks play such a crucial role in children's learning, multicultural education includes proposals for textbook changes to make the curriculum more representative of diverse views. This study examines the question: To what extent are social studies textbooks inclusive of diverse perspectives on U.S. history? In order to answer this question, we conducted a content analysis of the presentation of slavery in fifth-grade social studies texts being used in Connecticut. Our findings demonstrate that the majority of textbooks have reached the additive stage (including key themes and issues)for African American men and the contributions stage (including famous people and events) for African American and White women.

Considerateness of Fifth-Grade Social Studies Texts

Abstract This article describes an investigation which examined the “considerateness” of five recently published fifth-grade social studies textbooks using the following selected elements of considerateness: (1) “readability” level; (2) placement of relevant pictures/illustrations; (3) use of subtitles; and (4) use of words and phrases to connect ideas within and between sentences. The results revealed that the publishers of the analyzed social texts made extensive use of relevant pictures/illustrations and subtitles; however, they rarely used words which connected ideas between and within sentences, and readability level determinations were considered appropriate for these fifth-grade texts in only 8 of 25 analyses. We determined that these textbooks were considerate of the reader when dealing with factors other than those related to connected discourse. Subtitles and graphic aids were numerous, compensating for inconsiderate text. The discussion concludes with an examination of the implications for writ...

Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility

THE PURPOSE of the present study was to use a cognitive processing perspective to revise fifthgrade social studies texts, to describe those revisions, and to demonstrate their effects empirically. Four segments of text from a U.S. textbook about the period leading to the American Revolution and their revised counterparts were presented to 85 fourthand fifth-grade students. Students were presented with the text materials in individual sessions with an examiner and were asked to recall what they had read and to answer questions on the material. Students who read the revised text recalled more material and answered more questions correctly than students who read the original text. Differences in understanding between the two groups were also captured in qualitative analyses of recall protocols and question responses related to specific ideas in the text. Overall, the effects of the revisions demonstrate that a text-processing approach to creating comprehensible text is a viable one. Furthermore, the description of revision goes beyond how revisions have been described in past research by exposing the reasoning underlying the identification of problems and the changes made.

Instructional Strategies for Studying Content Area Texts in the Intermediate Grades

THIS STUDY explored the efficacy of utilizing systematic instruction in teaching study skill strategies to fifth-grade students who had adequate reading (decoding) skills but demonstrated deficiencies in study skills. The method used was based on Robinson's (1941) SQ3R method, principles of task analysis, and direct instruction. Forty-five fifth-grade students with reading scores on a standardized achievement test of less than 1 year below grade level, and scores of less than 50% on two individual tests of study skills were randomly assigned to one of three samples: a treatment condition with systematic instruction in study skills, or one of two comparison conditions (independent seatwork on the same materials with feedback from teachers or no instruction). After 4 days of training, students were given a passage to study from a fifth-grade social studies text; they were then asked to retell important elements of the passage, and finally given a short answer test on important facts in the passage. Two weeks later, the testing process was repeated. Results indicated students receiving systematic instruction in study skills performed significantly higher on the factual short answer test on both occasions, F(1,42) = 47.91, p <.001. No significant differences were found on the retell measures. Several issues, including the use of free retell as measures of comprehension and the organization of textbooks, are discussed.

Media: Educational Television Is Not Educating

the rather small universe that is instructional television, a few people are beginning to think the unthinkable. The terrible thought that is nibbling around the edges of the nonprofit television systems is that television does not educate. The scope of this whispered heresy can be gauged only with some understanding of the origins of public television. The system began some 25 years ago when educators, recalling their failure to reserve radio frequencies for instructional use, lobbied a largely disinterested Congress into setting aside at least one TV channel in each major market for noncommercial, educational use. At the same time, prompted by a teacher shortage at both the grade school and the college levels, closed-circuit instructional TV went into the classroom in a big way. Suddenly, college freshmen were sitting in overcrowded lecture halls watching their professor lecture on a flickering 21-inch screen. School boards became the financial backbone of many struggling new TV stations, paying for broadcast time and for the production of courses in thirdgrade mathematics and fifth-grade social studies. High school teachers rose at the crack of dawn to watch something called Sunrise Semester on a public-spirited CBS to enable them to cope with the New Physics in the age of Sputnik. The Ford Foundation and later the

Student tasks in text materials: What cognitive skills do they tap?

The committee of scholars and educators who executed the Text Materials Study1 compiled a number of specifications for text materials. Besides presenting information, text materials should give students practice in application of what they have learned, either in the real world or through operation upon symbolic problems. Problems posed in the text materials should call for realistic use of generalizations and should require students to determine what principles pertain and apply them. Text materials should give students opportunities to bring together concepts from different fields in dealing with a problem. These and other specifications of the Text Materials Study correspond in marked degree to the higher cognitive skills categories of Bloom's taxonomy.2 Bloom's taxonomy permits classification of cognitive skills into six hierarchically arranged categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge is at the bottom of the hierarchy; the remaining five categories collectively are the higher cognitive skills, each of the successive categories being above the preceding ones in the hierarchy. What levels of cognitive activity do text materials tap through the questions and suggested activities which they contain? Using categories of analysis drawn from Bloom's taxonomy, Parks3 examined publishers' tests accompanying certain high school textbooks in world history, United States history, government, economics, sociology, and psychology. He found that the great majority of the test items fell in the knowledge and comprehension categories, while only a scattering of items fell in the four highest categories of the taxonomy. Davis and Hunkins,4 likewise drawing on the taxonomy as the basis of their coding system, examined the questions associated with selected chapters in three fifth-grade social studies textbooks. Their findings resembled those of Parks. It is risky to extrapolate from these studies to the point of drawing conclusions about all of the text materials involved. Is it not possible that, while the test items Parks studied indeed DAVID TRACHTENBERG IS assistant superintendent for instruction, Enlarged City School District of the City of Middletown, New York.

The Relationship of Teacher-Centered Activities and Pupil-Centered Activities to Pupil Achievement and Interest in 18 Fifth-Grade Social Studies Classes

groups differ in the interest they have for the social studies? Anderson (3) in his review of the authoritarian-democratic studies, few of which were done in the elementary school, concluded that the available evidence failed to demonstrate that either authoritarian or democratic leadership is consistently associated with higher productivity. He stated, however, that one of the factors which contributed to the confusing and contradictory patterns of research findings was the lack of methodological rigor and inadequate research design. Although none of the studies reviewed by Anderson provided for the control of teachers' verbal behavior, in the past few years there is increasing evidence that when a teacher has an indirect or democratic mode of conversing with childrenaccepting pupil feeling and ideas, praising, and asking questions -achievement is higher than when teachers use direct, or autoi. The computer time for this project was made available through the facilities of the Computer Science Center of the University of Maryland.

The Relationship of Teacher-Centered Activities and Pupil-Centered Activities to Pupil Achievement and Interest in 18 Fifth-Grade Social Studies Classes

The Relationship of Teacher-Centered Activities and Pupil-Centered Activities to Pupil Achievement and Interest in 18 Fifth-Grade Social Studies Classes

An Analysis of the Activities and Verbal Behavior in Selected Fifth-Grade Social Studies Classes

AbstractAbove average, average and below average fifth-grade groups were randomly selected and observed for a total of 65 hours during five balanced periods of a common unit. The instruments used were OSCAR and the Minnesota Categories. As the intelligence level of the group increased, the teachers' verbal patterns became more democratic, and more student-centered and less teacher-centered activities were used. The teachers of all groups made little provision for instructional grouping to meet individual differences, or for the social and physical needs of children. An analysis of variance model showed a significant difference between the Keys for activities (p>.001), between the Groups and Keys (p 001).

A Superintendent Looks at Fifth-Grade Social Studies

A Superintendent Looks at Fifth-Grade Social Studies

Quantitative Concepts in Fifth-Grade Social-Studies Textbooks

Previous articleNext article No AccessQuantitative Concepts in Fifth-Grade Social-Studies TextbooksJohn Jarolimek and Clifford D. FosterJohn Jarolimek Search for more articles by this author and Clifford D. Foster Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 59, Number 8May, 1959 Article DOIhttps://doi.org/10.1086/459757 Views: 2Total views on this site Citations: 1Citations are reported from Crossref Copyright 1959 The University of ChicagoPDF download Crossref reports the following articles citing this article:Herbert F. Spitzer, Paul C. Burns Chapter II: Mathematics in the Elementary School, Review of Educational Research 31, no.33 (Jul 2016): 248–259.https://doi.org/10.3102/00346543031003248