Social Science Curriculum Research Articles

Analysis of Geography Attainments in the Social Sciences Curriculum of Turkey According to the Revised Bloom's Taxonomy.

"The purpose of this study is to examine and compare geography attainment targets in the 6th and 7th grade Social Studies Curriculum according to the Revised Bloom’s Taxonomy. Document analysis, one of the qualitative research methods, was used. The 6th and 7th grade geography attainment targets of the 2018 Social Studies Curriculum were analysed using a descriptive analysis technique. Twenty-two attainment targets for geography in the Social Studies Curriculum were examined using the Revised Bloom’s Taxonomy. It has been concluded that geography attainment targets in the Social Studies Curriculum of Turkey are generally at the lower level of thinking or cognition. This study reveals that metacognitive levels are not reflected for geography in the Turkish Social Sciences curriculum. Paying attention to these metacognitive criteria during curriculum updates may contribute to the development of high-level cognitive skills for students. In this way, teachers can focus on higher-level critical thinking skills in geography in secondary schools."

Reading the world through the educational curriculum: The Social Sciences curriculum in Brazil in the context of the rise of conservatism

In Brazil, the growing political polarization that culminated in the election of Jair Bolsonaro in 2018 consolidated a shift in educational policy that had already been pointed out in previous years, as demonstrated by the Nonpartisan school movement performance. In this article, we analyze the curriculum of human and social sciences in secondary education in Brazil from the Brazilian Learning Standards, and how that document reflects the rise of these conservative movements. On the one hand, it was observed that important categories for the social sciences, such as gender, were removed, thus removing the centrality of categories such as racism and social inequalities; on the other hand, there is a strong dispute over the meanings of other concepts, such as human rights. Both actions converge to fine-tune the human and social sciences curriculum with the guidelines of conservative movements in the educational field.

Komparasi Tujuan dan Standar Kurikulum Social Studies Sekolah Dasar Kanada dan Indonesia

The curriculum has a strategic role in supporting teachers in carrying out the learning process and students in skills skills. Curriculum changes that have occurred in several countries such as Japan, South Korea, the United States, and Canada have shown encouraging results. It is proven that the implementation of the curriculum has brought changes, improvements and enhancements to the quality of education in the country. Based on studies conducted, the Social Science curriculum in Canada was created and developed based on subjects. The objectives of Canadian Primary School Social Studies are to provide an understanding of the basic concepts of Social Studies, develop the skills, strategies and habits of thought necessary for effective inquiry and communication, as well as to apply basic Social Science concepts, to a variety of learning tasks, and impart skills. to relate and apply the social studies obtained through social studies to the world outside the classroom. Meanwhile, the goal of elementary school social science in Indonesia is to lay the foundation of intelligence, knowledge, personality, noble morals, and skills to live independently and follow further education. The curriculum in Social Sciences Grades 1 to 6 in Canada, organizes learning in a set of basic concepts, namely systems and structures, interaction and interdependence, environment, change and sustainability, culture, and governance.

Humanities and Social Sciences Curricula in Healthcare Professional Colleges in Korea

Humanities and Social Sciences Curricula in Healthcare Professional Colleges in Korea

An investigation into social studies curriculum and course books in the context of women's and children's rights

Human rights are necessary and compulsory for all people irrespective of language, religion, race, gender or sect. Learning about these rights begins within family and continues in school formally. Human rights education is necessary for values of human rights to pass from theory to practice. The rights given to people or groups with certain characteristics only in the past are today offered on the basis of equality and freedom in the contemporary society. Among those groups, children and women who obtained their rights later than others are of sensitive importance. This study investigated the extent to which children’s and women’s rights are included in the social sciences curriculum and social sciences course books. Among qualitative research methods, the document analysis was used in the study. The results of study showed that children's and women's rights are not included in social sciences course and curriculum at a desired level, the values that can be associated with human rights are included, yet these values are not distributed in a balanced way across grades. Learning outcomes regarding human rights in the curriculum of social sciences can be increased. The contents about children's and women's rights can be increased. Also, the current and controversial topics regarding children's and women's rights can be added in the course books.

Map Literacy Skill in Social Sciences Curriculum of Turkey: The Gap between Theory and Practice

The aim of this study was to analyze the attainments in the 2018 Social Studies course curriculum according to the learning areas according to the map literacy skills, which are attainment one of the skills of the same program, and the applicability of the program in this respect was examined. The research sought answers to the following questions: 1. How is the distribution of attainments related to map literacy skills in the 2018 Social Studies course curriculum by class levels and learning areas? 2. What is the level attainments associated with map literacy in the 2018 Social Studies course curriculum related to the lower dimensions of map skills in the high school geography curriculum? 3. What is the applicability level of map literacy skills related to the 2018 Social Studies course curriculum in terms of student-centered activities? Looking at the results of the study, it was found that at the fourth-grade level, there was an improvement in the global connections learning area at the same grade level, where four skills were included with map writing in the learning area of people and places and environments. At the fifth-grade level, it was found that there were two attainments linked to map literacy in the learning area of people places and environments, while there was one attainment in the learning area of global connections. According to the results of the research, it was found that at the sixth-grade level, there were four achievements in the field of learning People, Places and environments, one achievement in the field of learning production, distribution and consumption, and three achievements related to map literacy skills in the field of Learning Global Connections. Finally, at the seventh-grade level, it was found that there were two achievements related to map literacy skills in the field of learning People Places and environments. When social studies textbooks were examined, it was observed that map literacy skills and application activities were at a limited level. Social studies course learning areas the level of applicability in terms of map literacy skills is quite high. The recommendations to be developed on this issue are to teach both teachers and students Geographic Information Systems, where students can find application areas, support map literacy skills.

A behavioural & social sciences core curriculum for Egyptian undergraduate medical education at the Armed Forces College of Medicine.

Introduction: Medical practice is a highly emotionally and behaviorally demanding occupation. Thus, the design of teaching and learning programs in medical colleges need to be modified to adapt such need. Behavioral and social sciences must be implemented to develop competent medical health care workers. Educational programs in Egyptian medical schools are undergoing a gradual shift toward integration, student-centeredness, and early clinical exposure. The Psychiatry Department & Medical Education Department at the Armed Forces College of Medicine in Egypt in collaboration with the Medical Education Department at Michigan state university; developed behavioral & Social science curriculum by adopting ADDIE’s basic five-step model, which includes Analysis, Design, Development, Implementation, and Evaluation processes. The identified curriculum has been split into three divisions: social topics related to behavioral medicine, basic psychology, and clinical medicine related to behavioral science. Twenty-six topics were included in these three divisions and were distributed in the seven selected core competencies. The working team expects to include more sociocultural and anthropology topics in the curriculum in the future. Additionally, it is hoped that more time will be allocated for this module, so it would be more possible to include other teaching & assessment methods for developing global understanding of disorders, and practical skills for behavior modification, as well as, encourage students to consider actual treatment strategies in clinical case scenarios. It is also hoped that students could get the chance for early exposure to hospital-based cases. This will motivate the students by allowing them to come into contact with various real-life settings. Context: Medical practice is a highly emotionally and behaviorally demanding occupation. Thus, the design of teaching and learning programs in medical colleges need to be modified to adapt such need. Behavioral and social sciences must be implemented to develop competent medical health care workers. Educational programs in Egyptian medical schools are undergoing a gradual shift toward integration, student-centeredness, and early clinical exposure

The Figure of the Teacher-Prosumer for the Development of an Innovative, Sustainable, and Committed Education in Times of COVID-19

Studies on the adaptation from face-to-face to online teaching during lockdown show the before and after in education that faces the double challenge of promoting digital skills and public access to connectivity and electronic devices in the post-COVID-19 era. Therefore, this article contributes to these new emerging lines of educational research by presenting an educational innovation project called “Teachers Versus COVID-19”. This project aimed to verify whether the figure of teacher-prosumer, that is, consumers of media culture and creators of their own educational resources, favors the initial training of teachers during the pandemic. To this end, the following objectives were proposed: firstly, test whether the figure of the teacher-prosumer contributes to improving the adaptation of face-to-face teaching to the virtual modality of the Didactics of Social Sciences in the Degree in Primary Education during lockdown; secondly, analyze the production of content on social networks by the students in the Degree in Primary Education, according to the objectives of sustainable development. To validate our teacher-prosumer proposal, we chose the design-based research (DBR) qualitative methodology. For this, 240 students from the course in Didactics of Social Sciences of the Degree in Primary Education at the University of Malaga created 37 educational videos that teach the social sciences curriculum to children between 6 and 12 years of age from the perspective of relevant social problems and the Sustainable Development Goals. These videos were disseminated through the project’s YouTube channel. The results of this study corroborate the effectiveness of turning students into teachers-prosumers, generating the development of critical, creative, digital, and socio-emotional skills so that they feel committed to playing an active role in social changes for a sustainable world.

Most Difficult Topic in Social Science Curriculum as Perceived by Elementary Level Student-Teachers

The study was conducted to identify the most difficult topic in elementary teacher education first-year social science curriculum as perceived by the student-teachers by using survey research design. The study also investigated the underlying reasons responsible for the student-teachers' difficulties in learning different topics. 218 student-teachers were selected using convenience sampling technique from five District Institutes of Education and Training (DIET), in Tamil Nadu State (India) for the study. The instrument used for data collection was a checklist designed by the researchers to elicit information from the student-teachers. The data collected were analysed using frequencies and percentages. The results showed that the topic namely, 'Reading the Globe, Maps and Atlas' was perceived as the most difficult topic in social science curriculum. The results also showed that teaching the topic without using the maps, lack of previous knowledge about the maps, the existence of vague concepts, heavy content load, and lack of interest and motivation to learn map concepts were the main reasons responsible for the student-teachers' difficulties in learning the topic.

La enseñanza de historia a través de conceptos: Construcción y deconstrucción de la identidad nacional en torno al concepto de España

The concept of Spain plays a key role in the Social Sciences curriculum in secondary education to such a degree that in Bachillerato there is a course about the construction and historical development of the concept. The political and discursive use of this notion turns it into the perfect example to further develop a didactic methodology based upon a conceptual analysis. Such an analysis will enable students to understand and analyze the development of this concept throughout History, understanding its meanings and change throughout time. This paper offers a methodological proposal, inviting to examine key historical concepts in order to develop critical thinking and raise awareness on the fact that national identity constitutes a complex social construct, influenced by multiple elements. So they could recognize the otherness in the edges. The developtment of the conceptual critics and the retorical analysis consent to apply this skills to other matters.

A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum

This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.

Mobile Learning for Sustainable Development and Environmental Teacher Education

Outdoor learning has, for a long time, been an important instructional resource in school education, usually embedded in the natural sciences and social sciences curricula. Teaching geography, geology, or biology beyond the traditional classroom allows students to interact with physical and social environments for meaningful learning. Mobile devices that are based on geospatial technologies have provided more accurate data, but also a combined instructional design with other WebGIS, map viewers, or geographic information system (GIS) layers, which are useful to foster education for sustainable development. This paper analyzes the applications of mobile learning based on citizen science and volunteer geographic information, but also on the growing awareness that citizens and educators need a set of digital competencies to enhance and innovate lifelong learning and active citizenship. The empirical research aims to measure teacher–training experience, highlighting the potential of mobile devices and their applications in environmental education. Data collected from the research and results prove the positive impact of mobile learning in environmental education. Finally, a discussion about mobile learning and education for sustainable development is provided.

O CURRÍCULO PARA O ENSINO DE CIÊNCIAS SOCIAIS

O ensino de ciências sociais tem sido objeto de um intenso debate acadêmico nos últimos anos, especialmente em países que vivenciaram experiências antidemocráticas na segunda metade do século XX. Nesta direção, as ciências sociais são percebidas como parte relevante do currículo escolar, assumindo centralidade na discussão acerca da formação cidadã, especialmente num contexto de intensas transformações sociais, políticas e culturais. No presente dossiê elaboramos um recorte para o mundo Ibero Latino Americano almejando captar as diferentes experiências no currículo de ciências sociais, englobando tanto o currículo na educação, quanto na formação de professores. As discussões aqui congregadas abarcam as realidades dos seguintes países: Argentina, Brasil, Colômbia, Espanha, Portugal e Uruguai, de tal modo que almejamos também internacionalizar o debate, contribuindo para maior visibilidade da revista no âmbito nacional e internacional.

CONSTRUCTIVISM: AND IT'S APPLICATION IN TEACHING SOCIAL STUDIES AT SECONDARY SCHOOL LEVEL

Education is an important aspect of the social, economic, political and cultural life of an individual. Thus, fruitful learning cannot be achieved in isolation. The students of secondary level are very smart and always thirst for some new ways of learning. Teaching means not merely the transfer of information to students. Instead of this, the students themselves must construct and reconstruct learning/knowledge based on their previous knowledge. General belief about social science curriculum is that it is boring and a non-utility subject than natural sciences and social science subjects are text-centred and theoretical. But unfortunately, many of the social science teacher’s follows old traditional methods like lecture method, memorization of facts and incidents etc. Therefore, the objective of the present study is to provide an intense look into the constructivist theory and its need for teaching social studies at the secondary level. Because social studies subject is equally important like other sciences, the teaching–learning approach in social science needs to be revitalized. Constructivism is a dynamic approach and that could be applied in a classroom by the teacher to make social studies teaching and learning more effective. The study, therefore, concluded that teachers need to reflect on their practice to apply these ideas to their work and the constructivist teacher's role is to work as a facilitator in the teaching– learning process and encourage the students to construct the knowledge themselves.

An investigation of Early Childhood Staff and Their Transition to the New Western Australian Humanities and Social Sciences Curriculum

In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Western Australia’s classrooms. The aim of this study was to investigate how teachers transitioned to that new HASS curriculum. Using case study methodology, the experiences, opportunities and challenges faced by the early childhood (EC) staff in two Perth schools were investigated as they prepared for and implemented a new HASS Curriculum. The results suggested the need for strong leadership in times of change. The results also indicated that these small, independent schools needed good resources and professional development to help understand the changes. The research is significant because it starts a much-needed conversation about prioritising HASS in the early years of schooling as well as addressing the challenges faced by early childhood teachers as they transition to teaching new curriculum in a core learning area.

Socially just pedagogies and social justice: The intersection of teaching ethics at higher education level and social justice

This article is part of a longer term project between the Department of Religion and Theology at the University of the Western Cape and Umea University in Sweden. At both the institutions the teaching of ethics as a module within social science curricula has been an important focus area. The critical investigation of the growth of the ethics modules in the Department of Religion and Theology addresses questions of the growth in the number of students taking ethics as a module that have been escalated in the last few years. This research seeks to explore social justice as a pedagogy to teach ethics. The article investigates the relationship between socially just pedagogies and social justice as a means of knowledge production. The ethics modules and students at the Department of Religion and Theology at the University of the Western Cape are the context of the study, and different socially just pedagogies will be investigated as relevant and significant pedagogies for teaching ethics for social change. Particular attention is given to the interaction between the lecturer, student and non-human phenomena as means of knowledge production. The nature of the interaction determines the effectiveness of pedagogies for a social justice agency.

O DEBATE SOBRE O CURRÍCULO DE CIÊNCIAS SOCIAIS

O debate sobre o ensino de Ciências Sociais na Educação Básica tem sido incrementado nos últimos anos, principalmente a partir da reintrodução da Sociologia no Ensino Médio como disciplina obrigatória em 2008. Os estados da arte realizados acerca desta temática apontam para um crescimento exponencial, principalmente por meio de teses, dissertações, artigos científicos, e trabalhos em congressos especializados. No presente trabalho, pretendemos explorar de forma mais específica como tem se dado a discussão acerca do currículo de Ciências Sociais no Ensino Médio, no período compreendido entre 2008, ano de introdução da Sociologia no currículo escolar, até 2018 quando é publicada a versão final da Base Nacional Comum Curricular para o Ensino Médio. O recorte estabelecido será a partir de teses e dissertações utilizando como banco de dados o banco de dissertações e teses da CAPES.

Investigation of Social Sciences and Geography Course Curriculum Updated in 2018 in Terms of Map Skills

Map skills are included in the curriculum of different courses in basic education and secondary education, although they are more involved in the Social Sciences Course Curriculum Program (SSCCP) and Geography Course Curriculum Program(GCCP). Based on this situation, the research aimed at a comparative examination of the mapping skills included in the SSCCP and GCCP, which were updated in 2018. In the research, qualitative research model and document review method were preferred. The data source of the study was designated as 2018 SSCCP and GCCP. The analysis of the data was done with descriptive analysis technique. As a result of the research, it was observed that the map skills included in 2018 SSCCP continued in 2018 GCCP. However, different mapping skills were also included in the 2018 GCCP. In 2018 SSLCP ‘people, places and enviroments’ (PPE) learning area attainments in Grades 4, 5 and 6 are observed to include map skills. However, other areas of learning of these grades and 7. it was determined that none of the attainments in classroom learning areas included map skills. In the 2018 GCCP, mapping skills were included in the attainment of almost all grades and units. In the 2018 GCCP, it was reached that the numbers of atttainments involving mapping skill are similar in their distribution to grades, while there are differences in their distribution to units. However, the 2018 GCCP has been observed to include more extensive mapping skills than the 2018 SSCCP.

Using research methods courses to teach students about sustainable development – a three-phase model for a transformative learning experience

PurposeLearning about sustainable development in dedicated curricula can be beneficial for students’ personal and professional development and societies alike. However, for various reasons the implementation of sustainable development modules in existing curricula can be difficult in many fields of study. This paper aims to propose an alternative route to give students the chance to learn about sustainable development without the need to change the structure of their study program.Design/methodology/approachThe current paper elaborates on the idea that many fields of study have mandatory courses on empirical research methods and these courses can function as a platform to teach applied empirical research methods in combination with education on sustainable development. A three-phase model is proposed to implement sustainable development topics in existing curricula, taking students’ current methodological competency level into account.FindingsThe proposed model provides a chance to combine education on sustainability with thorough training in scientific research methods. Example projects and evaluation results from an existing social science curriculum and its integration into a real-world laboratory on sustainable energy use illustrate the different phases and their goals.Originality/valueThe model offers the opportunity to implement education on sustainability into existing curricula without the need for difficult structural changes. It extends students’ learning on sustainability without impairing their learning of research methods. A discussion of the model’s limitations and boundary conditions helps to understand its potential use cases and challenges.

The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers

The principal objective of the present study is to analyze the representations of Primary Education trainee teachers (n = 232) involving the end-purposes of teaching History and, in particular, their views on the didactic treatment and curricular inclusion of social problems at this educational stage. A mixed investigation method is applied, which combines both qualitative and quantitative approaches. The results pointed to a predictive influence of the degree of importance attached to the didactic treatment of social problems and the frequency with which they were covered on the Degree Course, for the assessment of their explicit inclusion in the Social Sciences curriculum. Likewise, the educational potential of the social problems appeared to be unconnected to the most highly assessed end-purposes, which are related to the development of social, critical, and creative thought for participation and social intervention.