Social Science Curriculum Research Articles

Advancing young citizens’ political literacy through social-sciences curricula

Advancing young citizens’ political literacy through social-sciences curricula

The Educational Governance of German School Social Science: The Example of Globalization

Purpose: This article challenges the outsiders' views on European school social science adopting genuine cosmopolitan views, when globalisation is treated in social science classrooms. Method: The article is based on the theoretical framework of educational governance analysis and on qualitative corpus analysis of representative German Laenders' social science curricula from 1994-2014 (n=13). Findings: The article highlights tendencies of renationalisation of the global learning agenda and the problematisation of democracy in contexts of globalisation studies at German schools.

The Challenges of Social Sciences Curriculum in Primary School Regarding Citizenship-Social Education based on the model Tyler

The Challenges of Social Sciences Curriculum in Primary School Regarding Citizenship-Social Education based on the model Tyler

Teaching and learning cinema and visual languages through economics-business studies and law in high school: An experimental interdisciplinary approach

In Italy, little is being done to promote cinema studies and the ability to analyse films and/or multimedia works among high school students. Although Italian legislation provides guidelines on specific learning objectives, activities and content to be included in high school courses, film and media language is still not encouraged in schools. The pilot introduction of cinema at the C. Tenca High School in Milan had the aim of demonstrating the value of film as an educational and epistemological resource and fostering the development of innovative interdisciplinary teaching strategies. Themes related to cinematographic language, Economics-Business Studies and law were introduced and analysed via the exploration of early films (late 1800s and early 1900s). The students investigated the topics of advertising, building a brand name, online marketing and the role of the media in shaping public opinion. In order to enhance students’ skills in analysing interactive communications, we introduced the themes of data journalism and fact-checking. The results are discussed in terms of a possible role for Cinema in the study of Economics-Business Studies and Law and of how cinema might become an interdisciplinary resource for other school subjects.
 
 Keywords: Secondary School Social Science Curriculum, Interdisciplinary Approach, Cinema, Economics-Business Studies and Law, New Media, Promoting Active Learning.

Los conocimientos mínimos de Geografía en los estudios de Grado en Educación Primaria

La asignatura Ciencias Sociales y su Didáctica I (Geografía) de los estudios de Grado en Educación Primaria es, en la Universitat de les Illes Balears y en la mayoría de universidades españolas, el único contacto académico que mantendrán los futuros maestros con la Geografía. Existe un ambiente de preocupación sobre la formación de los maestros en España, inquietud que no es exclusiva de los geógrafos ni de nuestro país. El presente trabajo indaga en los conocimientos mínimos de Geografía exigibles a los futuros docentes a través de una prueba de conocimientos basada, en gran parte, en el currículo de Ciencias Sociales de Educación Primaria de la Comunidad Autónoma de las Islas Baleares. Los resultados obtenidos demuestran que el alumnado del Grado en Educación Primaria no ha interiorizado esos contenidos tras su dilatada trayectoria académica. Asimismo desvelan que aunque ninguna variable es determinante, el género, la escasa presencia de materias de Geografía en el sistema educativo español y el nivel de formación de los padres son algunos de los factores que inciden en los resultados alcanzados por los alumnos en una prueba piloto sobre la que se basa la investigación.

Pre-service teachers views on civics and citizenship education in the social sciences curriculum at the teacher education level

Pre-service teachers views on civics and citizenship education in the social sciences curriculum at the teacher education level

Pedagogia das competências e ensino de sociologia: adesão e resistência nas diretrizes curriculares das regiões sul e sudeste

This paper analyzes the curriculum guidelines concerning Sociology Teaching published by state education departments in the states of Rio Grande do Sul, Santa Catarina, Parana, Sao Paulo, Rio de Janeiro, Minas Gerais and Espirito Santo, until the year of 2014. It seeks to bethink if the official documents are align to the pedagogy skills or if they represent resistance to the dominant official argument. In addition, it performs an assessment of the Social Sciences curriculum proposals present in the content, indicating the presence of Sociology, Anthropology and Political Science as an educationalobject in schools.

Primary Social Science Curriculum Terminal Competencies in Bangladesh Focused by Global Policies

Social Science is necessary to acquire knowledge, attitudes, values and skills for being a perfect social being from the early childhood. To meet the challenges of present world primary social science curriculum is needed to consider global policies in education. Among fifty terminal competencies at primary level in Bangladesh, twenty two competencies are related to social science curriculum. This research aims to find out primary social science curriculum terminal competencies in Bangladesh which are focused by global policies. To do this research, a questionnaire was used as a data collection tools. And also document analysis was done. Both analyses indicate this research as a mix method research. Document of global policies and related articles were selected purposively. Respondents to questionnaire were also selected purposively. In Findings, the study reveal that global policies in education are enough focused in written terminal competencies chart but these are not sufficiently included in curriculum which is the hindrance to meet with global challenge in 21st century.

Students’ Perspectives on Integrating a Social Service Program into a Medical Humanities and Social Science Curriculum

Medical education can provide students with an opportunity to encounter marginalized communities and motivate them to become involved with the needs of disadvantaged people. The College of Medicine of The Catholic University of Korea includes a social service program in the medical humanities and social sciences curriculum. The course has lectures on social welfare, human rights, and social service, as well as four days of social service in ‘Flower Village,’ which is a Catholic social welfare institution. This study analyzes the satisfaction, feedback, and reflection papers of students who completed the social service program and provides an educational model for the medical humanities and social sciences. Students’ satisfaction with the program was scored at 4.23 out of 5. A qualitative study of students’ reflection papers derived 7 key phrases, among which ‘nature and practice of social service,’ ‘holistic understanding of humans,’ ‘empathy and communication,’ and ‘social responsibility’ are identified as goals of this program and ‘happiness,’ ‘respect for human life,’ and ‘compassion’ are good indicators of students’ compassionate participation. Encounters with marginalized communities within the medical curriculum allows students to serve people with social difficulties and work for the improvement of their living conditions. Students learn to approach social needs with concern and empathy and seek ways to contribute to those communities

How to internationalise the social sciences curricula: a peer-reviewed checklist approach

This article reviews and evaluates the process and experience of embedding internationalisation in a UK, HEI School of Social Sciences curriculum. It reflects upon the merits and limitations of using of a peer-reviewed checklist approach compared with alternative approaches, such as the provisioning of online toolkits, resource lists and internationalisation centres or units. Through an evaluation of the peer-reviewed checklist approach, this article sheds light on the gap between the desire by institutions to embed a richer understanding of internationalisation into the curriculum, and the uptake, awareness and implementation of this material by academic teams on the ground. The article asserts that in order to be effective, efforts to internationalise the curriculum need to be embedded in routine academic processes. It favours a ‘mixed’ approach, suggesting that a predominantly quantitative checklist approach can, in certain circumstances, prompt further (qualitative) reflection and engagement by those using the checklists, and, by so doing, act as a tool for change rather than simply providing a means of assessing or measuring internationalisation.

The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam

Social constructivism has been increasingly studied and implemented in science school education. Nevertheless, there is a lack of holistic studies on the implementation of social constructivist approach in primary science education in Confucian heritage culture. This study aims to determine to what extent a social constructivist approach is implemented in primary science education in Confucian heritage culture and to give explanations for the implementation from a cultural perspective. Findings reveal that in Confucian heritage culture a social constructivist approach has so far not implemented well in primary science education. The implementation has been considerably influenced by Confucian heritage culture, which has characteristics divergent from and aligning with those of social constructivism. This study indicates a need for design-based research on social constructivism-based science curriculum for Confucian heritage culture.

Embedding quantitative skills into the social science curriculum: case studies from Manchester

Those aiming to respond to the recognised shortage in quantitative skills within the UK social sciences have increasingly focused on the content of undergraduate degree programmes. Problems occur when quantitative methods are generally confined to a dedicated module, detached from substantive topics. This model makes it hard for students to understand or engage with the contribution of quantitative research to their discipline and can perpetuate negative perceptions of quantitative training. We suggest a solution to this problem is ‘quantitative embedding’, in which quantitative evidence and methods are incorporated into substantive teaching in the social sciences. We illustrate quantitative embedding with case studies from an ESRC funded project based in The University of Manchester, where teaching partnerships have developed curriculum innovations in Sociology and Politics. The paper then discusses the challenges of disseminating quantitative embedding, highlighting the need to bridge separate communities of practice that can isolate quantitative specialists.

'Our Table Factory, Inc.': Learning Marx through role play

Marx's critique of capitalism remains foundational to the university social science curriculum yet little is known about how instructors teach Marx. In post-industrial, service-oriented economies, students are also increasingly disconnected from the conditions of industrial capitalism that animate Marx's analysis. Inspired by the discussion of how a piece of wood becomes a table in Marx's Capital Vol. 1., 'Our Table Factory, Inc.' simulates a diverse array of roles in the chain of production into and out of a table factory to understand key concepts: means/mode of production, use/exchange value, primitive accumulation wage/surplus labour, proletariat, bourgeoisie, alienation, false consciousness, commodity fetishism and communist revolution. We describe the exercise and present qualitative and quantitative assessment data from introductory sociology undergraduates across three small teaching-intensive universities in the United States. Findings detail the exercise's efficacy in fostering retention of material and in facilitating critical engagement with issues of inequality.

IMPLEMENTASI PEMBELAJARAN IPS BERBASIS KURIKULUM 2013 MELALUI LESSON STUDY DI SEKOLAH MUHAMMADIYAH KARTASURA

The purpose of this community service, assess and understand; 1) learning implementation strategy IPS (Social Sciences) Curriculum 2013 based on lesson study in the School of Muhammadiyah Kartasura. 2) Rationalization and elements of curriculum change in 2013. 3) The process of learning and assessment processes appropriate to the curriculum in 2013. The method used; workshops and training. The Place; SMK Muhammadiyah Kartasura. Execution time; odd semester 2014/2015. Subject: Elementary School teachers, Junior High School, High School and Vocational High School Muhammadiyah Kartasura. The results achieved; 1) learning implementation strategy IPS (Social Sciences) curriculum-based lesson study 203 through three stages, namely; plan (planning), do (action and observation), see (reflection). 2) Rationalization and elements of curriculum change in 2013 stressed on; a) The scientific approach is based approach to encourage student creativity; b)Integrity of the competence of knowledge, skills, and attitudes; c) Integrity of the curricular, co-curricular and extra-curricular activities. 3) The learning process is emphasized in the curriculum in 2013; (A) Integrated Thematic for elementary school level, (b) Approach Science (Natural Sciences) and IPS (Social Sciences) of partitive aggregative be integrated melt (liquid integrative), (c) religious and moral education, (d) learning objects; natural phenomena, social, and cultural arts. While the emphasisin the assessment process; assessment student achievement by using descriptive qualitative and quantitative numerical. Learning implementation strategy IPS (Social Sciences) 203 curriculum-based lesson study using a modified model of lesson study, achievement indicators for a significant increase from the prior worhshop and trainingafter the workshop, namely; 30%: 80% (pre-test: post-test).

Inquiry-based Learning in Teacher Education: A Primary Humanities Example

Inquiry-based learning features strongly in the new Australian Humanities and Social Sciences curriculum and increasingly in primary school practice. Yet, there is little research into, and few exemplars of, inquiry approaches in the primary humanities context. In this article, we outline and explain the implementation of a place-based simulation as a vehicle for inquiry in a humanities subject in a teacher education course. Preliminary findings of surveys of pre-service teachers conducted pre and post the implementation of the inquiry model suggest increased engagement and enhanced learning outcomes. Further analysis is required in order to determine the depth of pre-service teachers’ understanding of inquiry approaches.

İLKÖĞRETİM SOSYAL BİLGİLER DERS KİTAPLAR

The purpose of this study is to evaluate the course book of Social Sciences Curriculum, which has been redesigned with the changes made in 2004-2005 by Ministry of National Education, in terms of entrepreneurship skills according to the views of the teachers. In this quantitative study, phenomenology design was used. The study was conducted with 6 Social Sciences teachers working in Agri city center in spring term of 2013- 2014 educational years. The data of the study was collected with a semi-structured interview form developed by the researchers by reviewing literature. As a result of the study, the teachers evaluated entrepreneurship skill as an activity towards economical activities generally. Primary skills that an entrepreneurial individual should have selfesteem, determination and creative thinking. The course books extensively include entrepreneurship but this skill can be affected by the economic structure and cultural features that the students come from. Activities in school and classroom are important to gain the students entrepreneurship skills.

Neoliberal individualism in Dutch universities: Teaching and learning anthropology in an insecure environment

This article is based on our own experiences and that of several of our colleagues teaching social and cultural anthropology in different Dutch institutions for higher learning. We focus in particular on teaching and learning in two small liberal arts and science (LAS) colleges, where anthropology makes up part of the social science curriculum and/or is part of the core curriculum. The data collected from our own critical reflections developed during informal discussion and from formal interviews with colleagues, together with literature on recent changes in academia, leads us to argue that neoliberal individualism, shaped by management tactics that constantly measure individual performance and output, is making academia an increasingly insecure place in which to work and study. The consequences of this insecurity include increasing mental health problems among both students and staff, intensifying competition at the expense of collegiality and collaboration and an overall decrease in the quality of academic jobs and teaching. Although the discipline of anthropology can help us better understand our own conditions, the personalisation of problems and the focus on success obscure the anthropological lens, which looks at social and cultural structures of power and depends on critical reflexivity.

Development of University Continuing Education Programs within the TEMPUS Projects

The paper presents the experience from Tempus Joint Projects aim to modernize higher education courses and institutions from Kazakhstan, Moldova, Russian Federation, Ukraine. Both projects were designed with a focus on the development of curricula in social sciences: social work and social psychology. Main activities were related with the developing new study programs on bachelor and master degree levels. In addition to this, for each beneficiary region was developed an important number of continuing education study modules. Our main objective is to offer an example for use of competence based approach in identifying educational needs for initially and continuing education.

Using problem-based learning during student placements to embed theory in practice

Practice placements, a prominent part of the education of health and social care professionals, are strongly validated by theories of adult learning. Being situated in authentic workplaces in contact with people in need, motivation to learn is strong. However, it is not always easy for students to realise the knowledge that practitioners are using in the setting, as it becomes tacit. Problem-based learning (PBL) is a form of student-centred university teaching deliberately structured to support development of students' theoretical understanding, critical thinking, professional reasoning and team skills. PBL is recognised world-wide for its applicability to health and social science curricula, but to date its potential as a method to activate theoretical learning during placements has not been realised. The aim of this masterclass is to inspire and encourage placement educators and students to use PBL as an effective, enjoyable way to structure knowledge development during placement. The outcomes of this paper include appreciation of the rationale and stages of the PBL cycle in a practice environment, and sufficient understanding about how PBL can be used to embed theory in practice to give it a try. Case studies and supervision sessions need to be adjusted a little to explicitly include a self-directed learning stage to develop students' knowledge, illustrated here through a case example. Students identify their own learning needs to guide their independent learning, maximising use of placement time. PBL in practice settings is a flexible approach, applicable to one-to-one situations, with pairs, groups (including inter-professional), and within work-based learning for staff development.

Indicios de Estandarización Curricular: la Pedagogía del Entorno en los Currículos Oficiales de Educación Primaria de Chile y España

Este estudio realiza un análisis del tratamiento del entorno sociocultural en el área de Ciencias Sociales (Educación Primaria) de los currículos oficiales de Chile y España, a la búsqueda de indicios de esa estandarización que la escuela neoinstitucionalista de la sociología histórica educativa postula como derivado de la institucionalización mundial de la educación.. Las diferencias entre ambos decretos en el enfoque de estudio del medio sociocultural responden más bien a cuestiones específicas o de grado que a divergencias en los aspectos esenciales de la naturaleza del currículo. A partir de la reflexión en torno a la mayor o menor coherencia y consistencia que presentan ambos currículos se puede observar el uso de lenguajes y retóricas de la pedagogía políticamente correcta que encubren las verdaderas funciones del currículo y la ideología instrumental que subyace en ambos y que deriva en una gran cantidad de incoherencias internas. La falta presumiblemente consciente de medios para la consecución de algunos de los fines declarados es el ejemplo más evidente de la superficialidad de estos discursos que resultan ser, además, sorprendentemente afines.