Social Science Courses Research Articles

The Effect of Historical Places Through Virtual Museums on Students' Academic Achievement And Attitudes Towards The Course In Social Sciences Course Concept Teaching

This research, 7. the classroom social studies course was conducted in order to determine the effect of historical sites on students' academic achievements and attitudes towards the course through virtual museums in concept teaching. In line with the aim, 20 concepts included in the social studies curriculum were selected. A 20-question academic achievement test was prepared and applied to be applied to students in relation to these concepts. In addition, a 35-item attitude scale was applied to determine the students' attitudes towards the Social studies course. The study group of the research consists of 40 7th grade students (20 experimental, 20 control). The study was carried out over a total period of 3 weeks. The experimental group was taught concepts through virtual museums in historical places, and the control group was taught according to the Social Studies curriculum. SPSS, which is a statistical analysis program, was used for the analysis of quantitative data. In the measurements related to the research, dependent and independent variable t test, mean, standard deviation values were calculated. According to the results of the analysis, it has been determined that the use of virtual museums with historical sites in social studies course concept teaching enables more effective learning compared to traditional methods and creates significant differences in students' attitudes towards social studies course.

The effectiveness of Gen AI in assisting students’ knowledge construction in humanities and social sciences courses: learning behaviour analysis

ABSTRACT Currently, generative AI has undergone rapid development. Numerous studies have attested to the benefits of Gen AI in programming, mathematics and other disciplines. However, since Gen AI mostly uses English as the intrinsic training parameter, it is more effective in facilitating the teaching of courses that use international common notation, but few scholars have researched the fitness of Gen AI-assisted teaching of humanities courses in Chinese-language environments. To address these gaps, this study examined the learning behaviours of 30 students using Gen AI to help them answer questions on economic law tests using the Lag Sequential Analysis. The results show that the following: (1) The use of Gen AI to aid learning in an economic law course did not significantly improve the cognitive level of academics from the perspective of knowledge construction. (2) According to the characteristics of students’ behavioural paths via Gen AI-assisted learning, their behavioural patterns can be classified into autonomous and innovative, moderate, and lacking innovation. (3) Different learning modes when Gen AI-assisted teaching was used affected the final results, which were as follows: High-performing students favoured the autonomous and innovative pattern, medium-performing students favoured the moderate pattern, and low-performing students favoured the lacking innovation pattern.

The Effect of Steam Approach to Economics Media Based on Bima Local Wisdom in Elementary Schools

The purpose of this article is to contribute new learning concepts about critical thinking in social sciences, especially economics, as well as the belief that social character is not developed in Indonesian schools. We investigated how primary school teachers self-reported applying what they had learned about economics to their daily social views. With the aid of educational media, this experimental study aimed to ascertain the extent to which the STEAM method influences the meaning of studying economics from early in life. According to the findings, very few pupils comprehend how economics affects both the environment and them in day-to-day living. Not only did we discover that the STEAM technique had a significant effect on pupils' thinking processes. However, they also discover the impact of their characters. There are significant differences in the level of understanding of learning, one of which is influenced by local wisdom. The implications of these findings for sharpening primary school pupils' comprehension of social science courses are explored. We suggest that social science learning be implemented using many of the latest approaches. Focusing on improving character based on local culture is not enough to use the traditional approach that has been implemented so far.

Comparative Analysis of Learning Models and Assessment Strategies in Social Sciences: A Study of Higher Education Institutions in Indonesia and Malaysia

Indonesia and Malaysia have different pedagogical approaches in the implementation of curriculum and teaching methods, influenced by educational policies and diverse cultural contexts. This study aims to analyze the learning models and assessment strategies applied in social sciences education at higher education institutions in Indonesia and Malaysia. The research employs a qualitative descriptive approach by conducting observations, interviews, and documentation with lecturers and students involved in social science courses at Universitas Islam Negeri (UIN) Mataram and Universiti Pendidikan Sultan Idris (UPSI). The results indicate that in both institutions, student-centered learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are well implemented, although UIN Mataram focuses more on a holistic approach, while UPSI extensively utilizes technology through the MYGURU platform to support learning and assessment processes. The study concludes that the adoption of technology in learning is essential to enhance the effectiveness of the teaching and learning process, and both institutions emphasize the importance of continuous assessment and real-world relevant learning. The implications of this research suggest the need for more adaptive educational policies that respond to technological and pedagogical developments to improve the quality of higher education.

Examining the Impact of Gamification Assessment on Motivation and Engagement in Learning Social Science Courses in Higher Education

Examining the Impact of Gamification Assessment on Motivation and Engagement in Learning Social Science Courses in Higher Education

Implementation of Project-Based Learning in Social and Human Sciences Course for First Year Students in Dentistry in Morocco

The purpose of this study was to report on the experience of using Project-based learning (PBL) in the human and social sciences course taught to first year students in dentistry at the Euro-Mediterranean University of Fez. The assessment method involved self-assessment using a questionnaire. The course plan used PBL methodology in face-to-face format as well as asynchronous meetings via Moodle®. The findings showed that students were satisfied while experimenting PBL which creates a dynamic learning environment. Based on the findings, we suggest an innovative neuropsychological framework of PBL encompassing socio-cognitive, socio-emotional and metacognitive domains. Such learning enhances students' understanding of human sciences applied to dentistry, develops critical thinking skills, promotes collaboration, and prepares them for clinical practice.

Needs Analysis and Design of a Master’s Level Academic Reading Course in English

This article reports an English language needs analysis of Colombian Social Science master’s students. Information from faculty interviews, course syllabi, and student surveys shows that students need English to access and update their disciplinary knowledge through research articles and book chapters to successfully participate in class activities in Spanish, for which low English proficiency and lack of graduate reading skills can be an obstacle. These findings inspired the creation of Reading Research Articles in the Social Sciences course and confirmed the importance of source variety, triangulation, and addressing needs when identified. Methodological and practical contributions are discussed, emphasizing syllabi as key information sources not considered in other needs analyses.

Social Connectedness among Emerging Adults in a State University in Western Visayas

Social connectedness plays a crucial role in the lives of emerging adults. Hence, social connectedness assessment is necessary to check their acquisition of the expected competencies. Anchored on Bowlby's attachment theory and Eysenck theory on nature and nurture, this study profiled the emerging adults’ personality profile and extent of social connectedness in a state university in Western Visayas, Philippines, in terms of school, family, peer, and community relative to sex, academic program, birth order, and family structure. Utilizing the descriptive-correlational approach, a standardized personality inventory and an adapted social connectedness questionnaire were administered to 252 stratified randomly sampled emerging adults, using very great to very poor extent ratings. In data analysis, mean, standard deviation, frequency count, percentage, rank biserial, and eta correlation were employed. Overall, agreeableness has the highest rating. Emerging adults have great extent of social connectedness showing that they often feel cared, trusted, and respected by their professors, classmates, friends, family, and neighbors. Academic program and family structure had significant relationship with social connectedness, where education and science courses and those from intact families had higher rating than their counterparts. With these results, the theories are validated and a proposed enhancement personality development program is recommended to strengthen their social connectedness.

Introducing the Social Constructions of Race, Gender, and Socioeconomic Class in a Health Sciences Curriculum

This paper discusses approaches to teaching an introductory social science course geared toward students majoring in health sciences programs. Using the methodologies and scholarship of history, sociology, anthropology, and political science, the course explores the ways in which conceptions of human identity—namely the categories of race, gender, and socioeconomic class—are socially and culturally meaningful. The authors discuss specific classroom strategies for highlighting the historical role of the natural sciences and the health professions in erecting and reifying social structures of racial, gender, and socioeconomic class hierarchy and oppression and suggest primary sources and classroom exercises to illustrate how the social construction of identity relates and contributes to ongoing health disparities. As instructors, we urge students to consider how they, as future health care providers, might apply these concepts in clinical settings to mitigate harm and promote health equity.

Massive Open Online Courses in Social Sciences and Their Implementation at Universities in Delhi

Universities around the world have successfully incorporated Massive Open Online Courses (MOOCs) intotheir curricula and have facilitated credit transfers. The present study examines the integration of MOOCs inseven Indian universities. Moreover, the study focuses on the level of amalgamation of MOOCs, perceptions ofinstitutions regarding the provision of online courses, and transition of MOOCs from informal to formal education. Furthermore, the study investigates the hindrances faced by higher educational institutions in providing services to MOOC learners. Purposive sampling technique was employed to facilitate selection of institutions. The responses were collected using a structured questionnaire. The study found moderate level, low level and very low-level integration of MOOCs in all seven universities. Six out of seven institutions namely, JNU, JMI, DU, GGSIPU, DBRAUD and NLU, adopted “Explain the perceived usefulness” as a strategy to influence the affordability uptake of MOOCs. Five out of seven institutions educate users about different MOOC platforms in the information literacy events. Surprisingly, two institution libraries out of seven revealed that their library services align with MOOCs. Surprisingly, majority of libraries of the seven institutions have not formulated any noteworthy strategy to foster the uptake of MOOCs among the academic community. Therefore, LIS professionals ought to grasp the nuances of various MOOC platforms. Also, library strategies should include MOOCs so that users can benefit.

A Sing-ular Aid: Using Song to Help Teach Solution Set Cases for Systems of Linear Equations

A multi-section coordinated math for social sciences course at a Hispanic-Serving Institution went through a major revision which included the addition of many resources. One resource was educational songs, including a lyric video on the three possible outcomes when solving a system of linear equations. The learning objective associated with this topic is one where learning (if not also teaching) may fall short, thus motivating a creative way to increase engagement. We discuss results from anonymous surveys of students and instructors to assess this educational song’s potential to support student engagement (and hopefully learning), contextualized with qualitative data such as classroom observation. Recommendations for future assessment and class use are provided.

Shifting Reading into a Socially Constructed Activity: A Case Study on the Benefits and Challenges of Using

Perusall is a social annotation tool that engages students in digital course materials. The system facilitates student interaction via posts consisting of questions, responses, and comments on the video, written materials, and audio sources. This paper considers student perceptions of Perusall in an upper-year social science course (n=28). Students described Perusall as fun and engaging because they enjoyed positive communication with classmates, and the system was easy to use. Challenges of using the tool reflect the need for students to learn a new interface and technology glitches such as disappearing comments. We include suggestions for instructors wishing to use Perusall in this paper.

Examining the Benefits and Challenges of Using Discord in Online Higher Education Classrooms

Building community and connection in online courses can be challenging. Discord, a mobile and desktop app popular with gamers, is explicitly designed to stimulate discussion, conversations and community. This paper explored student perceptions of the benefits and challenges of using Discord in two upper-year, undergraduate, online social science courses (n = 45). Key benefits of using Discord included connecting to students or the professor, building community, disseminating course information, increasing engagement, and establishing a casual, informal learning environment. Challenges were reported less often than benefits and included wanting a tutorial to use Discord, needing to check for notifications, and occasional technical issues. Students suggested that a more structured use of Discord might further benefit their learning.

Teachers’ Views on Spatial Literacy Contents in Social Sciences Course

Teachers’ Views on Spatial Literacy Contents in Social Sciences Course

"The Water in Which We Swim:" A Unique, Post-Clerkship Multidisciplinary Course.

To improve patient outcomes and promote health equity, medical students must be taught not only biomedicine, but also the social sciences to understand the larger contexts in which patients live and health care operates. Yet, most undergraduate medical education does not explicitly cover these topics in a required, longitudinal curriculum. In January 2015 at Harvard Medical School, we created a two-part sequence (pre- and post-clerkship) of required, 4-week multidisciplinary courses-"Essentials of the Profession I and II"-to fill this gap. "Essentials of the Profession II (EOP2)" is an advanced social sciences course anchored in patient narratives and the lived experiences of students and includes clinical epidemiology and population health, healthcare delivery and leadership, health policy, medical ethics and professionalism, and social medicine that engages students to conduct structural analyses to be effective healers, advocates, and leaders. Per student course evaluations, the overall course rating was 1.7 (SD 0.9, 1 = excellent and 5 = poor); its overall rating has improved over time; and it has scored well even when run virtually. It was rated highly in application of critical thinking, integration of the disciplines, and relevance for clinical work. Qualitative analyses of student responses revealed the following key course strengths: breadth of topics, teaching faculty and guest speakers, and small group discussions. The weaknesses included workload, lack of diversity of opinions, repetition, and time spent in lectures. We argue that EOP2 is "essential" for post-clerkship medical education. It offers an opportunity to re-ignite and enhance humanism and activism; remind students why they chose the medical profession; equip them with frameworks and toolkits to help them to overcome challenges; and devise solutions to improve health care and patient outcomes that are applicable to their future training and ongoing practice of medicine.

Applicability and Effectiveness of UTAUT Model in Teaching and Learning Economics at FCT College of Education, Zuba, Abuja.

The integration of technology into education is increasingly crucial for preparing students for the demands of the 21st century. This study investigates the adoption and use of Information and Communication Technology (ICT) in teaching economics and social science courses at the FCT College of Education, Zuba, Abuja, utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) model as a theoretical framework. Through a mixed-methods approach including surveys and analysis of demographic data, the study examines various factors influencing technology adoption and usage behaviour among lecturers and students. Findings indicate that while ICT facilities are perceived as beneficial and easy to use, there is a need for enhanced technical support and assistance availability. The study underscores the importance of fostering a supportive environment for technology integration and recommends strategies to improve ICT adoption and utilization in educational settings.

Analisis Pembelajaran IPS di Kelas Tinggi Menggunakan Model Problem Based Learning pada Materi Keberagaman di Indonesia

The aim of this study is to provide specifics regarding the application of the Problem-Based Learning (PBL) model in upper-level Social Sciences courses, particularly when it comes to content related to diversity in Indonesia. A qualitative research method through literature review is the research strategy that is being applied. This study focuses only on giving a broad picture of how the Problem Based Learning paradigm is being used in Indonesian elementary schools to teach students about diversity. The results of this study show that a large body of prior research has demonstrated the efficacy of the Problem Based Learning paradigm in the context of social studies instruction at the elementary school level, particularly when it comes to teaching materials on diversity in Indonesia.

Benefits and Ways of Integrating Technology in Teaching of Social Science Courses in Universities in Nigeria

Benefits and Ways of Integrating Technology in Teaching of Social Science Courses in Universities in Nigeria

E-books in Spanish university libraries: An analysis of online social sciences degrees

This paper analyzes the availability, via both library lending licenses and open access, of digital versions of the monographs that professors recommend in online bachelor's degrees courses in social sciences at Spanish public universities. Monographs are the type of document most recommended by professors when it comes to teaching and learning in higher education. Digital format is most suitable for online degrees, considering the added effort entailed for libraries to get these documents owing to the geographic dispersion of the students.For this purpose, all the resources in the recommended reading section of the syllabi from a sample of online degree programs in social sciences for the 2022–2023 academic year were extracted. Then, the catalogs of the corresponding university libraries were consulted to check the availability of the monographs on the reading lists. In addition, the catalogs of the usual suppliers to Spanish university libraries were consulted to check the availability of lending licenses for libraries. Finally, types of digital lending platforms are analyzed.Monographs account for 85.6 % of the documents referenced in courses' recommended reading lists. Only 21.0 % of monographs are available in digital format, either through library lending (17.4 %) or open access (4.9 %). On the contrary, practically the entirety of reading lists is available for lending through university libraries in printed format. University libraries could make the effort to acquire even more digital lending licenses for a portion of the books recommended by professors, but in this way they could only obtain 40.9 % of the monographs in digital format.Therefore, the publishing industry is not currently meeting the needs of online university education in the social sciences, owing to a large part of its catalog – especially older works – not being offered in digital format as well as the lack of library lending licenses.

The Effectiveness of Learning Management System in Higher Education: A Case Study of Social Sciences Course Content

Due to the Ministry of Education and Culture's circular letter, the education sector must innovate in carrying out its duties and functions in educating students even though they do not meet face-to-face. The modern education paradigm requires educators and students to be technologically literate. The online learning that is intended is based on ICT by utilising the internet as the main media. Learning Management System is a software for administration, documentation, reports of an activity, teaching and online learning activities online. Social Science is a subject in schools that is designed on the basis of phenomena, problems, and social realities with an interdisciplinary approach. The utilisation of Learning Management System in social studies learning concept courses became the study of this research. The data collection used is a questionnaire given to students through Google Form at the final meeting of the lecture. This research uses non-test data collection techniques in the form of observation, questionnaires, and documentation. In this Learning Management System, the learning system and communication between lecturers and students can be carried out well by utilising the features available in the LMS application.