Social Science Courses Research Articles

Enhancing classroom interaction: the integration of image-sharing projection software in social science and humanities classrooms

ABSTRACT Fostering student-student and student–faculty interactions involves not only pedagogical design but also classroom technology. Image-sharing projection software, which allows multiple students to simultaneously share images from their electronic devices to the classroom's screens, offers a new form of communication in medium to large-size social science and humanities classes. While there is a body of literature that analyzes the effectiveness and best practices of clickers and image-sharing software in STEM classes, few studies have evaluated the potential of image-sharing projection software and its impact on student engagement in social science and humanities undergraduate courses. Based on a case study of a general education introductory social science course, this paper demonstrates how giving undergraduate students the ability to share visual depictions of their ideas increased engagement among those students who report not feeling comfortable interacting in medium to large-size class discussions. Overall, this case study illustrates the potential of image-sharing projection software to simultaneously address several known challenges to collaborative learning and to increase the types of students who participate in “the doing” of active-learning pedagogy, especially the idea-sharing component.

Perceived Constraints and Challenges in the Compliance and Implementation of OBE Syllabus of West Visayas State University- Extension Campus at Himamaylan City

Teachers in the 21st century are encouraged to upgrade their teaching from a teacher-centered approach to a student-centered approach to address the demands of globalization. This qualitative research aimed to discuss the perceived constraints and challenges in the compliance and implementation of the Outcomes-Based Education syllabus by the teachers who are handling Social Sciences courses in West Visayas State University- Extension Campus at Himamaylan City. Data were obtained with the use of the Triangulation Method in the form of a Survey questionnaire, Focus Group Discussion, and Document Analysis. Results showed that teachers’ understanding from the training and seminar workshop attended is not enough because their understanding is only focused on the format to be used and not on the application inside the classroom. In terms of the submission of the OBE syllabus, there is monitoring, but it lacks the feedbacks in monitoring the content. Teachers are encouraged to attend training because training implies application. The school shall organize a monitoring mechanism in the implementation of the OBE syllabus inside the classroom. For monitoring mechanisms, the school may tap experts to check the contents of the submitted OBE course syllabi by the teachers. To ensure that the syllabus is being implemented inside the classroom, close monitoring through class observation by the school heads may be implemented at least twice per semester.

Developing Concept Approach Based Textbooks of Social Sciences Course for Madrasah Ibtidaiyah Teacher Education

Abstract The development of the Madrasah Ibtidaiyah/Elementary School curriculum has changed several times, from the KBK Curriculum to KTSP Curriculum, then to the 2013 Curriculum. However, the limited textbooks that are in accordance with the curriculum changes are obstacles to learning achievement, especially in Social Sciences course for elementary school teacher education. This study aims to develop a social science course textbook for Madrasah Ibtidaiyah/elementary school teacher education with a 2013 curriculum-based concept approach that is appropriate for students taking Social Sciences Madrasah Ibtidaiyah/elementary school teacher education courses. This research uses a 4-D model with stages of Define, Design, Develop, and restrictions on Desseminate. The results showed that the development of concept approach based social science course textbooks for Madrasah Ibtidaiyah/elementary school got a very decent category with a score of 81% from material experts, a decent category with a score of 80% from linguists, and a very decent category with a score of 87% from design experts. So it can be concluded that the textbooks for Social Sciences of Madrasah Ibtidaiyah/elementary school teacher education using the 2013 curriculum-based concept are categorized as feasible. Keywords : concept approach, social studies education, development of textbooks. Abstrak Perkembangan kurikulum Madrasah Ibtidaiyah/Sekolah Dasar telah beberapa kali mengalami perubahan, dari Kurikulum Berbasis Kompetensi ke Kurikulum Tingkat Satuan Pendidikan, kemudian ke Kurikulum 2013. Akan tetapi, terbatasnya buku ajar yang sesuai dengan perubahan kurikulum tersebut menjadi kendala terhadap tercapainya pembelajaran, khususnya pada mata kuliah Pendidikan IPS MI/SD. Penelitian ini bertujuan untuk mengembangkan buku ajar mata kuliah Pendidikan IPS MI/SD dengan pendekatan konsep berbasis kurikulum 2013 yang layak untuk mahasiswa yang mengambil mata kuliah Pendidikan IPS MI/SD. Penelitian pengembangan ini menggunakan model 4-D dengan tahapan Define, Design, Develop , dan pembatasan pada Desseminate . Hasil penelitian menunjukkan bahwa pengembangan buku ajar Pendidikan IPS MI/SD mendapatkan kategori sangat layak dengan skor 81% dari ahli materi, kategori layak dengan skor 80% dari ahli bahasa, dan kategori sangat layak dengan skor 87% dari ahli desain. Sehingga dapat disimpulkan bahwa buku ajar mata kuliah Pendidikan IPS MI/SD menggunakan konsep berbasis kurikulum 2013 dikategorikan layak. Kata Kunci : pendekatan konsep, pendidikan IPS, pengembangan buku ajar.

A Contribuição do PIBID/Ciências Sociais para a Formação do Professor de Sociologia

Diante da falta de mudanças significativas nos modelos formativos de professores, ainda é possível encontrar uma fragmentação entre os níveis de ensino, com uma pequena parcela do currículo para o diálogo entre universidade e educação básica. As formações aligeiradas e de baixo custo, em conjunto com currículos tradicionais, direcionam os professores a uma atuação limitada, distanciando-o das teorias, base para atuação mais qualificada na escola. Buscando articular a prática e a teoria na escola, surge o Programa Institucional de Bolsa de Iniciação à Docência (Pibid) em 2007, tendo como meta a formação inicial do professor da educação básica. Este texto é resultado de pesquisa desenvolvida no ano de 2016 e tem por objetivo analisar as contribuições do Pibid/Ciências Sociais, para o curso de licenciatura em Ciências Sociais, procurando ressaltar suas possibilidades e limites a serem superados. A partir de revisão bibliográfica e de trabalho de campo, foram realizadas entrevistas estruturadas com oito egressos e dois alunos participantes do projeto, com intuito de compreender suas vivências, opiniões e funcionamento do programa. Os resultados afirmam a importância do Pibid para formação docente, à superação do modelo de estágio tradicional e à melhoria do desempenho acadêmico do aluno.
 Recebido em: 11/07/2017.Aprovado em: 02/12/2018.

Place of Some Cultural Objects in 7th Grade Social Sciences Textbooks

Nations that have strong connections with their past can reach their objectives more reliable and secure. This can be achieved through culture. Culture is transmitted to new generations mostly by education. Educational institutions undertake the role of transmitting culture to new generations, developing and changing the culture of that society. Schools are the most important educational institutions of one’s life. Schools use different kinds of materials while carrying on this goal. Textbooks are the most important element of these materials. Aim of this study was to examine Social Sciences’ textbooks which are being used in 7th grade classes in public schools; recommended by National Education authorities, in terms of selected cultural values which are determined as: family life, lifestyle, traditions, ceremonies, and holidays. This study was implemented by document analysis which is one of the qualitative studies. This study was based on a descriptive analysis and descriptive study model which investigates cultural objects within specified textbooks in regard to visual and textual respects. After the inspection of 7th grade social sciences textbooks of Ministry of National Education, it can be concluded that some cultural objects were mentioned but these are not enough. Especially for social science course culture should be more emphasized. Social sciences course is not only a history course but also a course that should include culture as well.

MÜZE ve TARİHİ MEKÂNLARDA DEĞER ve BECERİ KAZANDIRMAYA YÖNELİK SOSYAL BİLGİLER ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ

Okul dışı öğrenme ve öğretme ortamları denilince akla ilk gelenlerden yerlerden birisi de müze ve tarihi mekânlardır. Alanyazın incelendiğinde bu mekânların öğrencilerin birçok kazanım elde etmesine olanak sağladığı, özellikle de soyut konuları somutlaştırarak öğrencilerde kalıcı izli öğrenmeler sağladığı üzerine araştırmalarda vurgu yapıldığı görülmektedir. Günümüzde bilgiye ulaşmanın, formal ya da informal ortamlarda, görece kolay olduğu düşünüldüğünde öğrencilere değer ve beceri kazandırmanın daha da önemli bir hale geldiği düşünülmektedir. Ancak alanyazında sosyal bilgiler dersinde müze ve tarihi mekânların değer ve beceri öğretiminde kullanılabileceğine dair çalışmalar oldukça sınırlıdır. Bu bağlamda araştırmanın amacı Sosyal Bilgiler öğretmen adaylarının müze ve tarihi mekânlarda öğrencilere değer ve beceri kazandırılmasına ilişkin düşünce ve deneyimlerini ortaya koymaktır. Araştırmada nitel araştırma yöntemlerinden temel nitel araştırma kullanılmıştır. Araştırmadan elde edilen veriler Erciyes Üniversitesi Sosyal Bilgiler Öğretmenliği programında öğrenim gören, ilk aşamada (görüş formu) 44, ikinci aşamada (görüş formu) 27, üçüncü aşamada (görüşme) 17 öğretmen adayından elde edilmiştir. Nitel veriler Nvivo 11 paket programı yardımıyla betimsel analiz tekniğiyle çözümlenmiştir. Araştırma sonucunda öğretmen adaylarının sosyal bilgiler dersinde müzede vatanseverlik, dayanışma, sorumluluk, saygı, yardımseverlik, özgürlük, bağımsızlık, bağımsızlık, çalışkanlık, bilimsellik, estetik, duyarlılık, hoşgörü, dürüstlük, sevgi, barış ve aile birliğine önem verme gibi değerlerin; empati, mekânı algılama, gözlem, sosyal katılım, zaman ve kronolojiyi algılama, iletişim, yaratıcı düşünme ve Türkçeyi doğru ve güzel kullanma gibi becerilerin kazandırılabileceğini düşündükleri belirlenmiştir.

LINGUISTICS AND CULTURAL STUDIES INTEGRATION INTO SOCIAL AND POLITICAL SCIENCE COURSE

This article reveals the meaning and content of the linguistic and cultural studies integration into social and political science course in the training of future politicians. The article reflects the importance of linguistic and cultural studies for the formation of language competence of students as well as skills of political communication, for understanding the characteristics of the country’s social and political issues. The interdisciplinary approach emphasises the relationship in the study of linguistic, cultural, and political agenda, characterises the interdisciplinary essence of regional studies. The critical discourse analysis (CDA) of political texts was chosen as the key methodological strategy for the efficient development of political communication and problem-solving skills. The authors propose the implementation of a special interdisciplinary course for the first-year students majoring in philology and political studies, focused on the studying the political and cultural features of a language-targeted country by means of CDA. We compared the results of students’ political communication skills development prior and post- course period and we observed the improvement according to the following criteria: perception of the vocabulary and functional language structures (by 17%); analysis of cultural and political agenda from the explicit and implicit language structures (by 23%); text annotation (by 50%); text production, distribution and target audience analysis (by 10%). Moreover, it was observed that CDA implementation facilitated the development of critical thinking skills as well as the skills of texts decoding.

What Do Course Offerings Imply About University Preferences?

University decisions can have lasting effects on students in the labor market; however, little is known about how these decisions are made. This paper develops a new framework for empirically analyzing course offerings at a sample university. The framework is based on the idea that course offerings directly affect student utilities and the probabilities that students choose courses in a given field. As such, administrators deciding which courses to offer are always implicitly trading off the number of students choosing courses in each field and total student utility. By measuring the marginal effects of offering additional courses in each field on field enrollments and student utility, one can quantify these implicit tradeoffs between student utility and field enrollments. In my empirical application, I find that a marginal dollar of spending on social science courses produces 2.5 times as much student utility as a marginal dollar of spending on business or occupational courses at a sample university. From this, I conclude the university is implicitly sacrificing student utility to draw students out of social science courses and into business or occupational courses. If this is intentional, then the university has a preference for business and occupational enrollment which may affect how their course offerings respond to changes in policies or student composition. Counterfactual analyses show that ignoring these responses can lead to understating the effects of changes in student composition on field enrollments by a factor of three.

Analyzing the impact of experiential pedagogy in teaching socio-cybersecurity

This paper presents results from efforts to integrate cybersecurity into social science courses, for the purposes of improving the cybersecurity awareness of non-computer science students. The inst...

Decolonising the Curriculum

Social science courses are increasingly coming under fire for the over-representation of white male authors and theorists. Campaigns such as ‘Why Is My Curriculum White?’ call into question the ‘Dead White Men’ approach to teaching political theory, where few female and theorists of colour are included on reading lists. The ways in which knowledge is produced, propagated and perpetuated through White, Western perspectives also spawned the related campaign ‘Why Is My Professor White?’ These campaigns are taking place against a backdrop of immense changes in the higher education sector, which earlier this year saw thousands of university academic staff go on strike over pensions, and a spate of anti-casualisation campaigns crop up at universities across the country. Changes such as these disproportionately affect women and ethnic minorities because of the extent to which we are subject to structural inequalities. Ethnic and gender penalties are present at every academic pay grade. Women are more likely to be on casual, part-time contracts. And ethnic minorities still constitute a minor proportion of senior academic and management staff in most universities. As women of colour (WOC) in the academy – emerging scholars of race who have yet to begin permanent academic roles – the decolonisation campaigns hold personal as well as professional resonance for us. They fuel our desire to impart real change in the way politics is taught in the United Kingdom and to help make a space for scholars like us. However, this desire must sit alongside the realities of our future in the academy. We both started out PhDs in the mid-2010s with the hope of becoming critical and radical but essentially fully fledged and secure academic employees. The structural changes the academy is undergoing not only undermines the work we do to represent the work of subaltern scholars in the field of politics but makes us question our ability as well as our desire to survive and thrive as academics.

Conceptual Aspects of Professional Training for English Language Teachers: The UK Experience

AbstractThe article deals with the problem of conceptual aspects of professional training for English language teachers in the UK. It is found that many curricula of British universities are based on the technology and procedure of exclusively professional training of future specialists, whereas general scientific and additional intellectual training is incorporated into extracurricular activities as proved by the ratio of study time allocated to different courses. Humanities and social sciences courses provide students with fundamental knowledge and the ability to navigate in the ever-growing volume of scientific knowledge, possibility and knowledge of social interaction. General professional and specialist courses cultivate professional mastery of future specialists and the ability to express, if necessary, professional mobility. It is clarified that English is a broad subject, which comprises three complementary elements studied either separately or combined. They are the following: English Literature (interpretation and analysis of literary texts and study of the history and theory of literature), English Language (the study of spoken, written and multimodal communication, their historical development and their distinctive levels of analysis: phonology, grammar and lexis) and creative writing (the practice of writing, the study of the literary and cultural contexts of writing and the exploration of the relationships that writing generates between writer, publisher, text and audience). It is concluded that professional training of English language teachers in the UK is based on conceptual aspects of such principles as neobehaviourism, liberalism, progressivism, social reconstructivism, cognitivism and humanism.

Identifying the Attitudes and Views of Social Sciences Teachers toward Values Education in Turkey

Values are the foundation of culture. The aim of values education is to help learners improve their social tendenciesby adopting social and universal values, support character development, raise good citizens, and enhance academicefforts and achievement. In Turkey, values education is offered in the teaching-learning process of all coursesthrough formal curricula in primary and secondary schools. However, it is “social sciences” course that directlyrelates to values education and intends to teach at least one value in every chapter. This study aimed at identifyingsocial sciences teachers' attitudes toward values education, analyse difference in attitudes based on diverse variablesand examine teacher views on values education practices in social sciences course. It is a mixed method study thatwas conducted using triangulation method. The study group comprised 135 social sciences teachers who participatedin the study on quantitative level and 45 social sciences teachers on qualitative level. Results of the study indicatedthat the teachers held positive and high attitudes toward values education, there was no significant variation inattitudes toward values education based on gender, but attitudes differed based on professional experience while theteachers held positive views concerning values education practices implemented in social sciences class, consideringthem important. They stated that “being responsible” is the least adopted value among students.

Analysis of the function of ideological and political education in philosophy and social science course

This paper analyzes this content through the ideological and political education function of philosophy and social sciences. It can be clearly and intuitively understood that the philosophy and social science courses convey the concepts of truth, value and humanity. From a deeper perspective, it can promote the development of ideological and political education. The concrete appearance is: college students can strengthen their correct political direction by studying philosophy and social sciences, and help them to correctly analyze a series of phenomena occurring in society, so as to enhance their moral literacy and spiritual realm. Based on this, this paper focuses on the analysis and exploration of the ideological and political education function analysis of the philosophy and social sciences, and strengthens the construction of philosophy and social science courses by studying its basic functions, so as to establish a group of scientific talents with high quality and high cultivation. To improve the overall level of thought.

Cross-disciplinary Concision and Clarity: Writing Social Science Abstracts in the Humanities

This article details an assignment sequence asking students to apply an adaptation of Swales and Feak's (2009) model of social sciences abstract writing to articles in the humanities. This model works as an exploded diagram of the article, explicitly identifying research questions, data, methods, results, interpretations, and implications. The assignment provides students, first, with a reading tool for exposing the articulated construction of academic research articles. Second, as a writing tool, it allows students to practice comprehensive synthesis; the breakdown of multi-part claims; concision and clarity; and selective quotation. Finally, it facilitates the next step in students' research process: framing new inquiry by identifying uses and limitations in prior scholarship. This assignment sequence has been used in first-year composition and upper-division WID/WAC courses in the humanities; it can be adapted for courses in social and natural sciences and for graduate courses.

Astrobiology in Teacher Training. Addressing research methodology and epistemology in Humanities and social-science classes

In a preliminary empirical study of social-science and humanities students enrolled in teacher-training programs at two German universities, the authors have found a disparaging view of technology and science among said students. Their material knowledge of technology and science is the result of content they learned in high-school themselves. After having graduated, they chose social-sciences or humanities as their subjects. There is little or no overlap between science and engineering subjects and social-science and humanities subjects in teacher training programs. Apart from the students choices, this is also the consequence of an institutionally established and strict segregation of the academic fields that does not, unlike in other university systems, require the students to enroll in at least basic interdisciplinary courses. The result for science and technology awareness among the students is problematic, to say the least. While their knowledge of science and technology -being the product of high-school education - is often not up to date and also lacking in current developments, their moral and ethical judgement about the implications of scientific research and use of technology is strong. The preliminary study also showed that the students are interested in new technological and scientific developments, they just lack the ability to include this into their worldview, which is very strongly influenced by their choice of subjects in the humanities and social-sciences. Teaching these students has convinced the authors that their lack of technology and science knowledge combined with their inherent tendency to judge science and technology from the point of view of their respective field, impairs their ability to take an adequate part in science and technology discourse. Their awareness, and thus, their competence to rationally engage with science and technology is lacking. That is in part due to the depiction of science and technology in humanities and social-science courses, and on the other hand due to a lack of current science and technology education as part of a humanities and social-sciences program. The result becomes even more alarming if we assume that the future teachers will continue to relay their heavily biased opinions on science and technology in general, as well as their deficient knowledge of specific technologies to their future students, thus generating a vicious cycle of inadequate technology and science awareness. As the authors’ study has shown, these students are really interested in science and technology, they just lack key competencies to make an analytical connec- tion between their field of choice (humanities and social sciences) and technology and science, without resorting to moral and ethical judgement.

Explaining the origins and distribution of health and disease: an analysis of epidemiologic theory in core Master of Public Health coursework in the United States

ABSTRACTThis article examines the epidemiologic theories taught most frequently in core social and behavioral science coursework in Master of Public Health (MPH) programs in the United States, identifies lacunae, discusses their implications, and recommends specific pedagogical changes. Course syllabi were identified through online search and instructor outreach between June and December 2016. Content analysis was conducted to identify most commonly taught theories. Analysis continued until theoretical saturation. Behavioral health theories predominate within our sample of core social and behavioral science course syllabi. Behavioral health theory represents 93% of the most commonly taught epidemiologic theories within our sample. Individual health behavior theory was the most commonly encountered, the most prevalent of which were the health belief model and the theory of planned behavior, both appearing in 83% of syllabi (n = 25). Theories of interpersonal health behavior were the second-most commonly observed, including social cognitive theory (77%, n = 23) and social network theory (67%, n = 20). Behavioral-ecological theory was present in 87% (n = 26) of syllabi. The fundamental cause theory (23%, n = 7) was the only commonly taught non-behavioral epidemiologic theory. The social determinants of health were referenced in 60% of syllabi (n = 18). Based on this sample, behavioral health theories drawn from psychological, behavioral science, health education, and medical literatures predominate in US-based core MPH pedagogy concerned with explaining the etiology and distribution of health, morbidity, and mortality. We recommend the inclusion of non-behavioral epidemiologic theory from disciplines more engaged with structural aspects of health.

A Buchet From Disciplines: SSSM (Social Sciences – Science – Mathematics)

The aim of this study is to develop a unique application based on a combination of distinct disciplines brought together by thematic approach in Social Studies course. This study investigated the effect of a developed application on students' academic achievement and creative thinking skills. Interviews were conducted with students. Of mixed methods, the Embedded Design was the research model of choice as it is dominated by the quantitative approach and supported by the qualitative approach. The “Torrance Test of Creative Thinking” was used to quantitatively collect data on the change in students' creative thinking skills while Academic Achievement Test Questions were developed to collect data on the change in students' academic achievement. Semi-structured Interview Forms and Student Detective Files were the qualitative data collection tools used in the study. The former enabled students to evaluate the process while the latter included activities prepared within the scope of the application. Results show that the application caused a statistically significant difference in creative thinking skills and academic achievement. Interviews reveal that experimental group positively assessed all designed activities. Activities positively affected students' feelings and thoughts towards social sciences and Social Studies course. Students associated the social science course with different disciplines (Sciences, Turkish, Mathematics, Religion, Law, Health, Safety etc.).

Student Engagement Predictions in an e-Learning System and Their Impact on Student Course Assessment Scores.

Several challenges are associated with e-learning systems, the most significant of which is the lack of student motivation in various course activities and for various course materials. In this study, we used machine learning (ML) algorithms to identify low-engagement students in a social science course at the Open University (OU) to assess the effect of engagement on student performance. The input variables of the study included highest education level, final results, score on the assessment, and the number of clicks on virtual learning environment (VLE) activities, which included dataplus, forumng, glossary, oucollaborate, oucontent, resources, subpages, homepage, and URL during the first course assessment. The output variable was the student level of engagement in the various activities. To predict low-engagement students, we applied several ML algorithms to the dataset. Using these algorithms, trained models were first obtained; then, the accuracy and kappa values of the models were compared. The results demonstrated that the J48, decision tree, JRIP, and gradient-boosted classifiers exhibited better performance in terms of the accuracy, kappa value, and recall compared to the other tested models. Based on these findings, we developed a dashboard to facilitate instructor at the OU. These models can easily be incorporated into VLE systems to help instructors evaluate student engagement during VLE courses with regard to different activities and materials and to provide additional interventions for students in advance of their final exam. Furthermore, this study examined the relationship between student engagement and the course assessment score.

From action to intra-action? Agency, identity and ‘goals’ in a relational approach to climate change education

Engaging with new materialist/posthuman approaches to agency, in this paper I explore what might happen to the goal of cultivating climate action if we decentre the human from our climate pedagogies. Specifically, I engage with Karen Barad’s concept of intra-action which argues that agency is not possessed by individual things or beings, but emerges through relationships. I work with experiences and occurrences from Climate Change Responses, an undergraduate social science course that I tutored in 2015 (CCR15). I explore how in CCR15, while trying to learn to better mitigate climate change, we became climate killjoys, resisting, challenging and disrupting pleasurable carbon intensive practices. Through these empirical examples, I show that ‘climate intra-action’ can enable us to attend to how human and more-than-human identities change through engagement with climate change; how our human capacities to affect climate emerge through acting-with more-than-human entanglements; and thus how unanticipated, different actions can emerge in climate change education. I therefore suggest that an intra-active approach to climate change education research and practice might enable less anthropocentric and more relationally attuned climate change ‘response-abilities’, for both teachers and students.

In Conversation With Images

In this video I present conversations with Claudio Oliveira, one of the visitors who came through the UFRGS Social-Sciences course Visual and Image-Based Anthropology students’ exhibition on appreciable ways of living in Porto Alegre, Brazil. Claudio’s images, gaze and conversations are mixed with images from the show. Stories, spaces and time foster circular communication for new resonances among those who see them. I invite you to converse with the images