Social Science Curriculum Research Articles

Development of Canva-Based Interactive Teaching Materials to Enhance Students' Critical Thinking Skills in Fiqh Learning at Islamic High School

This project aims to promote critical thinking abilities among eleventh-grade students in the Social Sciences curriculum at MAN 1 Medan during Fiqh (Islamic Jurisprudence) studying, leveraging interactive teaching materials based on Canva that have been designed. This research uses Research and Development (R&D). The 4-D research design, which consists of four stages—define, design, develop, and disseminate—is used in this study's instructional material development. Thirty-three eleventh-grade Social Sciences students make up the research subjects. The interactive teaching materials based on Canva are highly valid based on the research and development findings. This is supported by the material validation score of 3.07, the subject matter expert assessment score of 3.23, and the language expert validation score of 3.30. The overall recapitulation score of 3.2 further confirms this conclusion. This suggests that the interactive educational resources created by Canva meet appropriate standards and can be utilized by educators and learners alike.

Mengkaji Integrasi Peristiwa Terkini Dalam Kurikulum IPS Untuk Meningkatkan Relevansi Dan Keterlibatan Siswa dalam Pembelajaran

In an effort to enhance the relevance of learning and student engagement, the integration of events into the Social Science curriculum (IPS) has been the focus of attention. This research will examine methods and outcomes related to the integration of current events into the IPS curriculum and how it affects learning. By analyzing relevant literature, this study shows that integrating current events has great potential to improve students' understanding of IPS concepts, their motivation to learn, and their level of involvement in the learning process. Moreover, integrating recent events can help create a learning environment that is closer to the student's everyday life. However, issues such as the availability of resources and the balance between local and global issues must be addressed in order to integrate current events. The results of this study have significant consequences for those working in the field of education, especially IPS teachers in designing learning strategies that can enhance the relevance and involvement of students in IPS learning.

GAME-BASED LEARNING ENHANCING LEAST LEARNED COMPETENCIES IN APPLIED SOCIAL SCIENCES

In the rapidly evolving landscape of education, incorporating innovative and engaging teaching methods is crucial for fostering effective learning outcomes. Teacher needs to ensure that learners can cope up with classroom challenges especially in a class composed of learners with heterogeneous level of understanding for a particular subject is strenuous to handle since they have different expectations and abilities. By leveraging the power of gamification, the study aims to investigate the effectiveness of game-based learning in facilitating the acquisition and retention of critical competencies that have historically proven to be more challenging for learners. The game-based learning intervention will consist of interactive and immersive educational games specifically designed to address the identified least learned competencies. The games will be implemented as supplementary learning tools, integrated into the existing applied social sciences curriculum. Through an extensive review of existing literature and empirical evidence, the study aims to provide insights into the impact of game-based learning on enhancing skill development, critical thinking, problem-solving, teamwork, and other competencies specific to the applied social sciences domain. Hence, the findings of this study will contribute to the existing body of knowledge on game-based learning and its effectiveness in enhancing least learned competencies in applied social sciences. In addition, it will inform educators, policymakers, and curriculum developers on the potential benefits and implications of integrating game-based learning approaches within the applied social sciences domain. Ultimately, this study aims to promote more engaging and effective pedagogical strategies that foster comprehensive skill development in students, preparing them to excel in the dynamic and complex world of applied social sciences.

Pre-Service Social sciences Teachers’ Perspectives of their Teacher Professional Identity in a South African University within the Context of Curriculum Integration

The purpose of this study is to investigate the perspectives of pre-service teachers regarding their identity as social sciences teachers. The aim is to summarise their subject and topic preferences within the social sciences curriculum and to propose ways in which social sciences can be strengthened as an integrated curriculum. This study is based on the questionnaire responses of twenty-three final year Intermediate Phase (Grade 4-6) and Senior Phase (Grade 7-9) pre-service social sciences teachers at a South African university. Forty-three percent of the participants indicated that they do not prefer teaching either History or Geography. A limited response to the questionnaire from pre-service teachers resulted in a small sample size which may not be representative of other pre-service social sciences teachers. The research presented can inform social sciences teacher training programmes about how pre-service teachers view themselves and how they feel about social sciences as an integrated school subject.

Tantangan Implementasi Kurikulum Pendidikan IPS Di Era Globalisasi

This study aims to assess the challenges faced in implementing the Social Sciences (IPS) curriculum in the era of globalization. Employing a literature review methodology, it gathers and analyzes data from academic publications, educational policy reports, and case studies related to the IPS curriculum. The findings suggest that the current IPS curriculum needs to integrate contemporary global issues and utilize educational technology to enhance student engagement and understanding. The study also identifies an urgent need for teacher professional development to teach methods that meet the needs of 21st-century students. Furthermore, the study recommends strategies to strengthen students' critical and analytical skills in responding to global dynamics. The main conclusions emphasize the importance of collaboration between educational institutions and policymakers in designing and implementing an adaptive and sustainable curriculum.

The Use of Nasi Pelleng Local Wisdom as Social Science Teaching Material

Local knowledge and traditions have a lot of potential as a result of Indonesia's diverse cultural landscape. Several regional Indonesian proverbs have been used in the classroom as teaching aids. Nasi pelleng, a form of indigenous knowledge, is still hardly ever acknowledged or utilized in the classroom. Making Nasi Peleng traditional knowledge into a tool for teaching social science is thus novel. The purpose of this study is to evaluate the viability of including Nasi Pelleng traditional knowledge in the social science curriculum. Data collection methods for the qualitative approach adopted in this study include observations, recordings, interviews, and other sources that are connected to Nasi Peleng traditional knowledge. Additionally, content analysis is utilized to examine the data gathered. Based on its practical qualities and local wisdom values, the research's findings—which take the form of a presentation of Nasi Peleng's local knowledge—are appropriate for use as social sciences teaching materials. The religious, austere, and cooperative principles found in the Nasi Pelleng heritage can be used as a guide for how to behave in society, and this integration can be one of the attempts.maintaining communal knowledge that is beginning to be lost. Consequences of According to this study, children can learn to live simply and form communities by cooperating and showing respect for one another through the use of educational materials based on the Nasi Peleng tradition. Keywords: Nasi Pelleng, Local Wisdom, Social Science Teaching Material

Exploring and describing current behavioral and social sciences curricula in predoctoral dental programs.

To maintain accreditation status, predoctoral dental programs in the United States and Canada are required to train future dentists in the fundamentals of behavioral sciences. Each program independently determines how to fulfill this task, and little information exists on the consistency of training across programs. The purpose of this study was to identify the range of topics currently taught in predoctoral dental programs in the United States and Canada, who teaches them, and the modes of instruction and assessment. Invitations to complete an online survey were emailed to faculty responsible for, or familiar with, the behavioral sciences curricula at 75 predoctoral dental programs in the United States and Canada. Questions elicited information on behavioral sciences education at each program, including instructor background, topics taught, instructional and assessment methods, and sources of content. Of those invited, 27 (36%) completed surveys. Per the responses, prototypical behavioral sciences programs usually consist of didactic/lecture format teaching, mostly during the first 2 years of the predoctoral program, by a dentist who assesses students using multiple-choice or true/false exams. The results indicated, however, substantial variation in what is taught, how it is taught, who teaches it, and how it is assessed. While being a requirement for accreditation, this study demonstrated how behavioral and social sciences topics, teaching strategies, and assessments, along with the individuals teaching those topics varied across predoctoral programs. Consistency, coordination, and clinical integration are possible ways of enhancing behavioral science instruction.

The representation of sustainable development goals in a national curriculum: a content analysis of Taiwan’s 12-Year Basic Education Curriculum Guidelines

Despite the increasing focus on incorporating the Sustainable Development Goals (SDGs) into education through curriculum mainstreaming, related research remains lacking. This study explored the representation of SDGs in Taiwan’s national curriculum in terms of selection and organization. Through a content analysis of the social studies and natural sciences curriculum guidelines, the findings revealed that SDG-related content comprises a minor part of the guidelines and is not well organized, possibly due to limitations on discipline characteristics and curriculum types. A subtle but complex implicit curriculum reflects neoliberalism, which addresses SDG-related issues through market mechanisms and shifts the focus from power, politics, and citizenship to consumers’ choices and lifestyles. The results provide a reference for policymakers and educators in re-examining underrepresented SDGs and dimensions and organizing them coherently. They also bridge the gap between the international framework and national curricula, laying the foundation for international comparisons, discussions, and debates on ESD.

Effects of a teacher training programme on historical awareness skills, controversial issues and gender in secondary education

This research analyses the impact of a teaching intervention aimed at the development of historical awareness skills in future secondary school social science teachers (n = 19), and its relationship with the curricular inclusion of controversial issues, gender and its diversity in history education. From a quasi-experimental design, the Epistemology, Methodology and Gender in taught history (EMG) scale was adapted as a data collection instrument. The main results obtained report a statistically significant impact of the intervention on the curricular need for didactic treatment of social problems and controversial issues, and for addressing education for participatory democracy in the social science curriculum; making visible individuals, social groups/collectives and plural identities (including gender); recognizing the relative nature of social-historical knowledge; and redirecting historical knowledge towards purposes oriented towards social transformation and education for the future. Likewise, after the programme, the representations of future teachers tend to weaken the perception of historical knowledge as an interpretative reconstruction of the past, its limited impact on the historicity of the present and its absence in the configuration of desirable futures, and to strengthen the need to understand the historical method in the teaching of social sciences.

Embedding employability in the Social Sciences curriculum: reflections from an applied university

This paper reports on a process of collaborative reflection undertaken by the authors in their capacity as academic staff delivering employability-focussed modules to undergraduate criminology students on large courses in a post-92 higher education institution (HEI) in the United Kingdom (UK). First, the broad context of higher education policy and the criminal justice sector is explored. The setting of the reflection is outlined, including the format of the modules which form the basis of the reflection and the underpinning methodological approach taken by the authors. Three key thematic areas emerged from the reflexive process: engagement and relationship development with the external sector, student readiness, and the role of academic staff. Each and these will be analysed in the context of extant literature. Finally, the authors make recommendations for stakeholders and a model for embedding employability activity will be provided, aimed at an interdisciplinary audience.

An Analysis of the Contributions of Black Academics to Epistemology and Decolonisation in Higher Education in South Africa, 1940s-1990s

This paper looked at the contributions of black academics in the humanities and social sciences and uses their autobiographies as an analytical tool to help us understand their contribution to epistemology in the African higher education space. It also looks at debates on decolonisation and how their work has shaped these debates. Autobiography is one lens of doing critical analysis and understanding the progression of a scholar. This paper analyses different scholars in different generations and hopes to contribute to the search for genealogies of intergenerational Black South African scholars whose work has been forgotten and marginalised in the academic project in the humanities and social sciences curriculum in South Africa and beyond. Using autobiography as a critical method, the paper shows how black scholars from different generations navigated institutions of higher learning to achieve excellent results and produce knowledge that challenged racialised inferiority and white supremacy. The findings suggest that there is a body of work by black scholars and shows that where support is given, black scholars can shape discourse and take leadership positions in the academy.

The Effect of Differentiated Social Studies Curriculum on Secondary School Gifted Students’ Verbal Creativity in İstanbul

The principal aim of the present study was to investigate the effect of a differentiated social studies course curriculum on gifted students’ verbal creativity. This study is important in terms of developing verbal creativity in gifted students through the social sciences curriculum. It is important in terms of being the first study to develop verbal creativity through a differentiation study in the field of social studies for gifted students. Differentiation in social studies was carried out by considering the Integrated Curriculum Model (ICM). For this, the study was conducted using a quasi-experimental design with pretest–post-test experimental and control groups. The sample consisted of 24 gifted students, 12 in the experimental group and 12 in the control group, selected from secondary schools in Istanbul. While the experimental group received this curriculum-oriented training to develop their verbal creativity skills, the control group received a standard social studies curriculum. In the study, the verbal creativity skills of gifted students were tested using the “Torrance Test of Creative Thinking-Verbal” (TTCT-V) before and after the interventions. In addition, a demographic information form was used to describe the demographic characteristics of the participants. Then, the data were analyzed using the Mann–Whitney U test and Wilcoxon Signed Ranks test. The findings showed that differentiated activities and instructions showed a significant positive effect on the gifted students’ verbal creativity skills. Therefore, it was concluded that the differentiated social studies curriculum developed for gifted students contributed to students’ verbal creativity skills.

The Moral Foreign Language Effect: Do Languages Influence How We Make Moral Decisions?

Both philosophy and linguistics have emphasized the importance of language as a means of dialogue. Despite the fact that Wittgenstein added a new layer of complication to this point of view, the Sapir-Whorf theory, proposed by Edward Sapir and his colleague Benjamin Lee Whorf, helped the impact of language on the mind acquire notoriety. With this idea, language not only continued to be a means of communication but also received recognition in the social science curriculum as a crucial element in the development of personal identities and the process of knowledge assimilation. The effect of language on morality and ethics was the most significant element that philosophers and linguists overlooked in their extensive study. For instance, little is known about how the terms we choose can influence how we understand morality and ethics. The sole subject of this article will be how language influences the moral and ethical decisions we make. To put it another way, how we make choices is greatly influenced by the language or beliefs we use in both public and private life. This means that in order to understand a country’s law or socially accepted norms, it is crucial to closely examine the language that country uses. The options or goals that are publicly acceptable are also closely related to the language, metaphors, and discourses used by a specific society. The contemporary world does not analyze these incidents from a linguistic perspective, but language has contributed to the creation of accepted legal and social standards.

The Value of the Social Sciences

Technology is what drives an economy. It brings new ideas and ways of doing business and producing goods and services. Therefore, it is essential to keep that flow of progress going, yet those within society must know how to live within these technological settings. Social Sciences have a significant role in overseeing by providing their disciplines' understanding of the entry of new technologies. It behooves us always to uphold social sciences worth as those who push the Science, Technology, Engineering, and Mathematics (STEM) disciplines might overlook. The value of the social sciences in the presence of STEM education was tested by Maguth [1], who found that a social science curriculum was essential for a successful STEM education and career. The social sciences bring the interpersonal skills and disposition essential to compete globally. Even Alvin Weinberg [2], one of America's great nuclear physicists, reflected that since a single intellectual discipline does not generate conflicts within society, the resolutions need social sciences and STEM disciplines to bring solutions.

Environmental Issues in Social Sciences and Sciences Curriculum and Textbooks

Bu araştırmada sosyal bilgiler ve fen bilimleri öğretim programları ile sosyal bilgiler ve fen bilimleri ders kitaplarının çevre eğitimi açısından incelenmesi amaçlanmaktadır. Araştırmada öncelikle çevre eğitiminin kapsamı literatüre dayalı olarak belirlenmiş ardından sosyal bilgiler ve fen bilimleri öğretim programları özel amaçlar, beceriler, değerler ve kazanımlarda çevre eğitimi konularına yer verilmesi açısından, ders kitapları ise çevre eğitimi konularının işlenişe yansıması bakımından incelenmiştir. Nitel araştırma yaklaşımının benimsendiği araştırmada veriler, doküman incelemesi tekniği ile toplanmıştır. Araştırmada elde edilen veriler, içerik analizi ile çözümlenmiştir. Araştırmada ulaşılan sonuçlara göre fen bilimleri ve sosyal bilgiler öğretim programlarının genel amaçlarında çevre eğitimi konularına yer verildiği tespit edilmiştir. Öğretim programlarının 4. ve 5. sınıf kazanımlarında öğrencilerin yakın çevrelerinde gözlemleyebilecekleri insan – çevre etkileşimine yönelik, 6. ve 7. sınıf kazanımlarında ise kaynakların bilinçli kullanımı, geri dönüşüm ve küresel çevre sorunlarına yönelik ifadelere yer verildiği tespit edilmiştir. Çevre eğitimi konularının 4. ve 5. sınıf ders kitaplarında bol örnek ve görsellerle ele alındığı, 6. ve 7. sınıf ders kitaplarında ise daha çok araştırmaya yönelik soru ve etkinliklere yer verildiği belirlenmiştir. Araştırma sonuçlarından hareketle sosyal bilgiler ve fen bilimleri ders kitaplarında öğrencileri çevre eğitimi konusunda uygulamalı etkinliklere yönlendiren içeriklere daha fazla yer verilmesi, çevre eğitimine ilişkin içeriklerin diğer dersler kapsamında da incelenmesi önerilebilir.

Behavior of Social Development By Performers of Narcotics Abuse as A Source of Social Studies Learning

This research is motivated by several facts about the morality of social phenomena occurred in Indramayu Regency, namely the increasing abuse of narcotics among the people of Indramayu, especially students. One way to anticipate these problems is through efforts to prevent narcotics abuse by disseminating the impacts of social studies learning. This research uses case study method. Data collection techniques were carried out by means of interviews, documentation studies and direct observation to the main data sources and supporting data sources, which were integrated into the Social Sciences curriculum for Junior High School, namely the Social Deviance Competency Standard with cases of narcotics abuse to determine the extent to which the social studies learning process could improve students' understanding of abuse. narcotics, the social impact it causes and how to avoid it. The results of this study describe (1) the causes of narcotics abuse that become social deviant behavior in Indramayu Regency, namely the environmental conditions around the users such as geographic, demographic, and socio-cultural factors, as well as external and internal reasons from within the narcotics users, namely family, friends, curiosity and frustration (2) efforts made by users to get out of the bondage of narcotics types of marijuana and methamphetamine such as wishes to recover and rehabilitation efforts organized by the victim's family as well as related agencies which are very helpful for users (3) Integration narcotics abuse material into the Competency Standards of social deviation in junior high school which provides an increase in understanding before and after learning significantly better with the results of high category analysis, cognitively with increasing student knowledge, morally/values build positive attitudes and characters in themselves. resulting from the learning process, as well as behavior change as a manifestation of both.

Stakeholders' Perceptions of Improving Students' Acquisition of Life Skills Competencies through Social Science Curricula

This study assessed stakeholders' perceptions of enhancing students' acquisition of life skills competencies through social science curricula. It was guided by an objective that reads to assess stakeholders' perceptions of improving students' acquisition of life skills competencies through social science curricula. The study was carried out in Mbeya, Chunya, Mbarali, Rungwe and Kyela districts of the Mbeya region in Tanzania, using a case study research approach. The study sample was sixty-five (65) respondents. An interview was used as a data collection method. This study recognises Geography, History and Civics curricula as social science curricula. It indicates that the perceptions of stakeholders of improving students' acquisition of life skills competencies through social science curricula are theoretically applied with no life skills orientations. The application of the curricula lacks workshops, experiments and comprehensive fieldwork activities which could add value to students during the acquisition of life skills competencies. It was realised that the curricula are teacher-centred whereby teachers prepare notes for students to copy. It is a banking model where the teacher deposits notes to students while students remain as a receiver of everything from the teacher. Students are directed to copy, read and reread notes for them to pass the national examination which helps to join the next level of schooling. It was noted that the curricula prepare bookish students with no life skills competencies. The curricula do not offer an opportunity for failure and those who pass the exams but cannot proceed with further studies due to the extreme poverty of family. It is recommended that the ministry of education, science and technology is responsible for making sure that social science curricula are implemented practically.

Racism without race: reconstructing race through culture in Spanish social-science textbooks

ABSTRACT What happens to race when racial vocabulary disappears? This paper leverages a sudden change in the Spanish social science curriculum in the 1990s to empirically trace how the removal of the language of race, and the negation of biological race, changes the ways the books portray human differences. Through the analysis of 82 textbooks from 1975 to 2017, I find that a racial classification system is replaced by one based on cultural categories. Yet, far from moving away from polygenistic beliefs about human nature, culture continues to reproduce the same social hierarchies previously associated with a phenotype. Because the books present culture as a scientifically valid classification system, the use of culture legitimizes and entrenches those same beliefs in racial differences. The findings have implications for our understanding of colourblind ideologies, and for the study of race relations in European contexts.

The Level of Attention to Life Skills in the Social Sciences Curriculum of Elementary School from the Perspective of Teachers in Sothern Iran

The Level of Attention to Life Skills in the Social Sciences Curriculum of Elementary School from the Perspective of Teachers in Sothern Iran

To Infinity and Beyond: Expanding the Scope of Basic Sciences in Meeting Accreditation Standards.

Interprofessional training, social sciences curricula, service-learning, pre-clerkship integration, and self-directed learning are all cornerstones of medical education and closely align with accreditation elements for most accreditation bodies within health professions education. As a sequel to the Winter 2022 series, the Spring 2022 Webcast Audio Seminar (WAS) of the International Association of Medical Science Educators (IAMSE) continued to examine the evolving roles of basic science educators. From March 3 to March 31, 2022, the five-part webinar series was broadcast live to audiences at academic institutions worldwide; recordings are available on the IAMSE website. This series built a framework through which basic scientists can leverage their content to meet various accreditation standards.