Social Studies Curriculum Research Articles

Experts' Perceptions Towards Employing the Sustainable Circular Economy in Omani Science and Social Studies Curricula

Experts' Perceptions Towards Employing the Sustainable Circular Economy in Omani Science and Social Studies Curricula

Comparative study of social studies curriculum in scandinavian countries in developing students' social skills

Social skills play a central role in shaping individuals who are able to adapt and contribute to society. This article analyzes the comparative social studies curriculum in Scandinavian countries (Denmark, Norway and Sweden), focusing on how students’ social skills are developed through their approach to learning. The research method used is a qualitative approach with an emphasis on document analysis and uses a horizontal descriptive approach in the context of comparative education. The results of the comparison found that Denmark emphasizes the integration of social skills in practical learning and research projects, Norway through an integrated approach with its contemporary issues while Sweden applies innovation through technology and community involvement. The comparison between the three countries revealed similarities, differences, as well as challenges and successes in the development of students’ social skills. The conclusions of this analysis provide a foundation for recommending best practices and improvements in social studies curriculum, which can be applied globally to enhance students’ social skills development in this modern era.

초등 사회과 교육과정의 개념적 접근에 관한 고찰: IB와의 비교 분석을 중심으로

Objectives This study conducts a comparative analysis of conceptual approaches in social studies curricula, fo-cusing on the interpretations and applications of concepts in the IB PYP Social Studies and the 2015 and 2022 re-vised elementary social studies curricula in Korea. Methods This study is a normative study (Steiner-Khamsi, 2014) that explores the effectiveness of policy bor-rowing by identifying and adapting best practices from international cases in the context of comparative curricu-lum studies. Specifically, using a comparative curriculum analysis, this study compares the concepts and con-ceptually-oriented strands in the IB PYP Social Studies with the corresponding concepts and domains in the ele-mentary social studies curriculum in Korea. Results A comparative analysis of conceptual approaches between the IB and national curricula also yielded sig-nificant findings. The IB curriculum provides clear definitions and explanations of concepts (big ideas), while the national curriculum lacks precise definitions. The IB also presents generalized statements that connect concepts, whereas the national curriculum's generalized knowledge or core ideas are not articulated in terms of inter-con-cept connections. Additionally, the IB allows for the application of concepts across strands, while the national cur-riculum restricts concept application to specific domains, limiting interconnected use. Finally, the IB incorporates transdisciplinary core concepts, whereas such concepts are absent in the national curriculum. Conclusions Based on these findings, this study proposes improvements to the national curriculum from a con-ceptual approach perspective, focusing on two key areas: the categorization of domains and the definition, hier-archy, and utilization of concepts.

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

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

Can Game-Based Learning Help to Increase the Awareness of Water Management in Uganda? A Case Study for Primary and Secondary Schools

In the Ugandan curriculum, theoretical teaching predominates in conveying water-related topics due to its efficiency and low resource requirements. However, this teacher-centred approach limits student interaction and collaborative learning. Conversely, game-based learning can enhance social skills, critical thinking, and engagement, yet it remains underutilised in Ugandan education. To address this gap, this study developed three educational games: Water Conservation Snakes and Ladders (WCSL), Water Awareness Quartet Cards (WAQC), and Water Pollution Puzzle (WPP). These games were implemented in four schools—three primary and one secondary—where students engaged in competitive, team-based play. The impact of these games on learning outcomes was assessed through pre- and post-test questionnaires. Descriptive and thematic analysis indicated a significant positive effect, with WAQC showing a 25% greater influence on performance than WCSL (18%) and WPP (14%). The findings also underscored the importance of age in determining game acceptability and enjoyment. To enhance education on water-related issues, it is recommended that these topics be integrated into both Science and Social Studies curricula and taught consistently across academic terms. Ultimately, the Ugandan government should consider incorporating game-based learning strategies into schools to improve student engagement and learning in water resource management.

Latent democratic potential: reflections on contemporary citizenship education in Singapore

AbstractDemocratic citizenship education aims to empower students for active participation in democratic deliberation and meaningful public action. However, defining 'democratic' is complex, and ideals vary. Singapore's education system has faced criticism for perceived shortcomings in preparing students for democratic engagement. Concerns include a lack of understanding of democracy, a tendency to accept hierarchy without critical assessment, and a superficial grasp of citizenship concepts. The social studies curriculum and overall school environment are often seen as limited in fostering democratic involvement. This is attributed in the literature to a lack of explicit commitment to democracy in Singapore's citizenship education. Instead, the system appears to lean towards uncritical adherence to national values and commitment to the nation. This paper challenges the focus on formal citizenship education by exploring the potential for democratic engagement within the broader Singapore curriculum. It argues that implicit democratic values emerge through initiatives like "Thinking School, Learning Nation" and the 21st-century competencies framework, fostering critical thinking, which is crucial for developing democratic dispositions. The analysis of alignment between competencies in Singapore education initiatives and those crucial for contemporary democratic participation offers a nuanced understanding of citizenship education beyond its traditional link to notions of liberal democracy. The paper contributes to debates about democracy's relevance in non-liberal democratic contexts, enriching our understanding of alternative pathways to civic engagement and possible futures for democratic citizenship.

Powerful knowledge and the 2022 Swedish social studies curriculum

Powerful knowledge and the 2022 Swedish social studies curriculum

(Un)Settling the Black-White Binary: Korean American and Immigrant Youth Navigating Racial Discourse in School Curriculum

ABSTRACT Objective: The study examines how Korean American and immigrant youth interpret the Black-White binary in U.S. history and social studies curricula. Method: Task-based interviews were conducted with 23 Korean-heritage students from two Midwestern cities. The study used Asian Critical Theory (AsianCrit) and sociocultural theory as frameworks for analyzing students’ responses. Results: This research highlights that Korean American and immigrant youth interpret the Black-White binary in school curricula in diverse ways, despite sharing an ethnic background. Conclusion: By presenting a nuanced understanding of individual community experiences, this study challenges the dominant narrative that tends to homogenize not only Korean American/immigrant students but also APIDA/A students.

The Hidden Histories of Social Studies: Collaborating with Elementary Preservice Teachers on a School-Wide Community Event

ABSTRACT In this reflective piece we address the importance of uncovering hidden histories and voices. Traditional history lessons taught in schools have been predominantly taught through a White, Eurocentric narrative. White males are the dominant voices heard, while People of Color (POC) remain largely silenced from the traditional social studies curriculum (Conner, 2021). After learning of the rich history that thrives in our communities and in our role as university professors, we decided to teach about these critical aspects of history. We share the process of organizing a school-wide social studies, living museum event highlighting unknown New Mexico historical figures. We provide a synopsis of the three themes that emerged from our analysis, which are unveiling hidden historical figures, teaching culturally responsive curriculum, and focusing the project through a critical lens. Within the analysis we describe some of the units presented during the living museum event, followed by a discussion of our reflection.

Pengembangan Media Smart Flashcard pada Muatan Pembelajaran IPAS untuk Meningkatkan Hasil Belajar Peserta Didik Kelas V SDN Bandar 03 Batang

This study carried out has the aim of developing and testing Smart Flashcard learning media in the context of the Science and Social Studies (IPAS) curriculum for fifth-grade students at SDN Bandar 03 Batang. The background of this research is based on the need for a innovative approach in teaching to enhance students' learning outcomes more effectively. Things to home of this research is to evaluate the effectiveness of the Smart Flashcard media in improving students' understanding of complex natural resource materials. The research method involves collaboration with subject matter experts and media specialists in the development process, as well as testing this media with small and large groups of students to obtain valid and reliable data. The findings of this study indicate a rapid improvement in students' learning outcomes, particularly in understanding previously challenging natural resource materials. This research concludes that is the applicatioan of the Smart Flashcard learning media is effective in enhancing students' learning outcomes in the IPAS curriculum. These findings provide a strong foundation for the development of innovative interactive learning media in the future to create a more engaging, interactive, and effective learning environment for students in the learning process.

The Relevancy of Religious Literacy in Social Studies Curricula: Quebec’s CCQ as a Case Study

This article explores Quebec’s recent transition from the “Ethics and Religious Culture” (ERC) program to the “Culture and Citizenship in Quebec” (CCQ) program, emphasizing the role of religious literacy in secular societies. We investigate the rationale behind the shift, and examine the ERC’s focus on fostering understanding of diverse religious and ethical perspectives as well as CCQ’s broader mandate to integrate cultural and civic education and its aim at the development of a shared and common public Quebecois culture. The case study highlights the pedagogical and societal implications of this change, discussing how the CCQ program aims to enhance civic engagement, cultural awareness, and social cohesion. Furthermore, the article identifies opportunities for educators to address pressing global challenges, such as polarization, reconciliation, and the climate crisis, within the new curriculum framework. By promoting critical thinking, inclusivity, and active citizenship, fostering religious literacy in such programs presents a unique opportunity for educators and youth to contribute to a more resilient and harmonious society.

Examining the Disaster Awareness Levels of Secondary School Students

Natural events are considered disasters when they cause harm to people and living spaces. Since natural disasters cannot be prevented, individuals need to learn to live with and become aware of them. This awareness is critical in minimizing the impact of disasters and can only be achieved through disaster education. Disaster-related outcomes in secondary school are concentrated in the social studies curriculum, and therefore, social studies is an important subject for disaster education. If high-quality disaster education is provided as a part of this course, students are likely to acquire skills to cope with disasters. In this regard, the purpose of this study was to examine the level of disaster awareness among secondary school students. Accordingly, a mixed-method approach, combining qualitative and quantitative methods, was employed in the study. This study was conducted using an explanatory sequential design within the mixed-method approach. The sample was selected using criterion sampling, one of the purposeful sampling methods. Consequently, the study was conducted with 396 students selected from the 5th, 6th, and 7th grades during the 2023-2024 academic year. The study group was selected on a voluntary basis from the sample to which quantitative data were applied. In the quantitative part of the study, the "Disaster Awareness Scale for Secondary School Students" was used to collect data, and in the qualitative part, a semi-structured interview form developed by the researchers was used. The quantitative findings of the study showed that secondary school students had high levels of disaster awareness. However, the qualitative findings did not support the quantitative findings.

Collective Unbelonging: Late Arrival Chinese Migrant Youths’ Civic Identities and Their Social Studies Learning

The ongoing US-China geopolitical tension occupies news headlines in both states. In the US, suspicion and hostility against China have become a bipartisan agreement. The historically-rooted ostracization against Chinese Americans means that US-China relationship has deep implications on Chinese Americans’ lives, but research into how they negotiate this geopolitical tension is scant. Meanwhile, teaching transnational citizenship through social studies education can challenge the normative discourses of citizenship that often sustain nationalism and neglect migrants’ affiliation with multiple states, but how transnational citizenship is affected by geopolitical tension is an underexplored topic. Using Asian Critical Theory and transnational citizenship, this study interviewed Chinese migrant youths who received social studies education in both China and the US. While the youths reconstructed “Chineseness” and “Americanness” based on their lived experiences across borders, they also shared a pessimistically optimistic outlook toward the prospect of the US-China relationship. The youths developed a transnational citizenship that is characterized by their collective unbelonging in neither the US nor China. Their social studies curriculum failed to challenge the normative discourses of citizenship and failed to provide a critical space for them to discuss migration. This study also discusses the theoretical and pedagogical implications of the youths’ experiences.

Social studies curriculum in an era of state restricted civic participation: Responding to Texas Senate Bill 3 with the Rights of the Learner

ABSTRACT How can teachers engage students in participatory civic education in a state like Texas where education policy is interfering with the Rights of the Learner by refusing to allow educators to support students in becoming active participants in vital democratic processes? Texas Senate Bill 3, passed in 2021, prohibits teachers from directly supporting students in communicating with their elected officials and advocating for legislation as a part of their classroom experiences. This article draws on a framework of Black Critical Patriotism and action civics in response to the challenges posed by S.B. 3 imposed upon educators introducing authentic civic experiences to students. We argue that simulations rooted in the foundations of these frameworks and centering the Rights of the Learner provide for authentic experiences in classrooms where students can develop their civic identities to encourage lifelong civic participation.

Defending Francophone and Indigenous Perspectives in Alberta’s Social Studies Curriculum: The Views of 13 Francophone Education Stakeholders

Many social studies teachers have argued that the mandate to distinctively value Francophone and Indigenous perspectives is unjust without similarly valuing other perspectives within Alberta’s K–12 social studies curriculum (Gani, 2022a; Gani & Scott, 2017; Scott & Gani, 2018). Rather than outlining why these two sets of perspectives need to be specifically taught, the current curriculum justifies this mandate based on vague and undefined “historical and constitutional reasons” (Alberta Education, 2005, p. 4). Using an online survey and a focus group interview, Raphaël Gani asked 13 Francophone education stakeholders in Alberta (e.g., teachers, heritage group representatives, education consultants) to justify the distinct attention given to Francophone and Indigenous perspectives in the social studies curriculum. To facilitate this process, participants were asked to respond to quotes from Alberta educators questioning the need to distinctly acknowledge these perspectives. The participants’ responses offered a vision of Canada, a goal for education in Alberta, and a means to achieve this goal. They also offered an original view on the nature of Francophone perspectives, their relationship with Indigenous perspectives, along with how both Francophone and Indigenous perspectives are distinct from the many other diverse perspectives in Alberta today. De nombreux enseignants trouvent que le mandat de valoriser distinctement les perspectives des francophones et des Autochtones est injuste puisque d’autres perspectives ne sont pas valorisées de la même manière dans le programme albertain d’études sociales pour la maternelle à la 12e année (Gani, 2022a ; Gani et Scott, 2017 ; Scott et Gani, 2018). Plutôt que d’expliciter pourquoi ces deux types de perspectives se doivent d’être spécifiquement enseignés, le programme d’études actuel justifie ce mandat en s’appuyant sur de vagues « raisons historiques et constitutionnelles » qui ne sont pas définies (Alberta Education, 2005, p. 4). À l’aide d’un sondage en ligne et d’un groupe de discussion, Raphaël Gani a demandé à 13 intervenants en éducation francophone de l’Alberta (p. ex. enseignants, représentants de groupes patrimoniaux, conseillers en éducation) de justifier l’attention distincte accordée aux perspectives francophones et autochtones dans le programme d’études sociales. Pour faciliter ce processus, on a demandé aux participants de réagir à des citations d’éducateurs albertains remettant en question la nécessité de reconnaître distinctement ces perspectives. Les réponses des participants offrent une vision du Canada, un objectif pour l’éducation en Alberta et un moyen d’atteindre cet objectif. Ces réponses offrent également un point de vue original sur la nature des perspectives francophones, leur relation avec les perspectives autochtones, ainsi que sur la manière dont ces deux types de perspectives se distinguent de nombreuses autres perspectives en Alberta.

Teaching Bayard Rustin to Kindergarteners: A Collaborative Self-Study into the Planning Process of a Queer Counternarrative

The authors of this self-study set out to examine their own process of developing queer counternarrative lesson plans for use in early elementary social studies classrooms. Having designed and tested a set of kindergarten lesson plans about Bayard Rustin and the Civil Rights Movement of the 1960’s, we sought to answer the question: As teacher educators, how might we improve the practice of designing and teaching elementary, social studies curriculum using queer counternarratives for young learners? We explain the current political context for teaching LGBTQ+ history and the specific context of teaching in elementary classrooms. We examine the theoretical underpinnings of both Queer Pedagogy and child development of young learners. Using a critical friends protocol and constant comparative analysis for examining our learning, we determine that this work, rather than controversial, should be viewed as revelatory, steeped in queer pedagogy and centered in queer transgressive capital.

Weighing the Evidence: Historians-in-training in the Elementary Classroom

Using an inquiry approach in the elementary social studies curriculum provides opportunities for students to gain skills as historians-in-training. When the inquiry examines modified historical sources, students develop critical thinking and perspective-taking while they learn to consider the point of view, context, missing information, and possible bias. These skills are crucial to engage as informed citizens in a participatory democracy. The authors present an inquiry-based lesson about the impact of Westward Expansion. Students were supported in their exploration of historical sources to draw conclusions using evidence. The original historical sources include advertisements, petitions, photos, letters, and reports—each modified by the authors to support elementary learners. After scaffolded investigations into each source, students were tasked with answering the essential question: What was the impact of Westward Expansion?

사회과 교육과정 관행에서 지역 만들기의 전략에 관한 사례연구

This paper conducted a case study on the strategy of inventing region in elementary school social studies curriculum practices in Korea. The research materials are regional textbooks published in the Jeju area from the 5th curriculum period to the 2015 revised curriculum period. As a result of the analysis, textbooks in the case region showed different methods of composing textbooks for each curriculum period. The representative landscapes of the region and the layout of the units that appeared on the covers of textbooks varied from period to period. In addition, the methods of selecting and arranging regional cultural landscapes were also differentiated by period. In the case of regional textbooks, there was no consistent attempt to construct textbooks centering on the indigenous cultural landscape. In short, converting the region's uniqueness into a textbook in the case area was a state of competing meanings. In the future, the unique content of the case region needs to be more emphasized. In other words, it was confirmed that the attempt to localize the curriculum was a curriculum decision-making situation, and a rational process of deliberation should follow.

Challenges and Opportunities for Developing Students' Global Skills through Teaching Materials on International Cooperation in Social Science Learning in Minahasa

Global skills are important in preparing students to face the demands of today's global society, which is a major concern in the educational context. This study investigates the implementation of social studies learning in Minahasa Regency, particularly in the theme of international cooperation for the development of students' global skills. Using mixed methods design with analysis techniques by Miles, Huberman, and Saldana (2014) and quantitative data analysis including validation and reliability tests and analysis of student response questionnaires. The findings show that currently, the condition of the global skills of grade IX junior high school students in Minahasa through social studies learning on the theme of international cooperation is in the low 50.5%, medium 34.3% and high 15.2% categories. The actual performance gap in the implementation of social studies learning is still not optimal, and it tends to focus on the subject matter and ignore aspects of global skills development. Teachers are more inclined to the traditional knowledge-oriented approach rather than efforts to improve students' global skills. The implications of these findings include the need for a more holistic social studies curriculum reform, intensive teacher training in learning approaches that support the development of global skills, as well as the provision of additional resources such as case-based teaching materials for global studies.

Studi Komparatif Sistem Pendidikan di Korea Selatan Dengan Indonesia

Comparative studies have two syllables, consisting of "study" and "comparative". In the large Indonesian dictionary, the word "study" is a study, research or analysis. Meanwhile, the meaning of the word "comparative" is to compare. In this comparative research, it is usually used to compare the similarities or differences of a fact or the nature of the research object which is based on the research framework. The type of research used is a qualitative research method through a literature review (Kartiningrum, 2016). Qualitative research refers to the thoughts, feelings, opinions or beliefs of the person being studied and cannot be measured quantitatively (Ulfatin, 2022). The data used to prepare this work came from various articles related to the topics discussed. The social studies curriculum in South Korea began in 1946, when South Korea was liberated from Japanese colonial rule and came under the United States military. The main aim of this curriculum is to eradicate the remnants of Japanese imperialism. The curriculum in Indonesia has changed many times since independence. Since 2013/2014, Indonesia has begun implementing the 2013 Curriculum in schools in Indonesia for grades 1, 4, 7 and 10. The implementation of the 2013 curriculum will be carried out in stages until it is implemented in all classes in Indonesia. In 2020 in South Korea there will be an additional curriculum, namely the curriculum local content as well as in Indonesia. Comparative studies between the education systems in South Korea and Indonesia reveal striking differences in educational approaches, quality and outcomes. South Korea is known for its focus on quality education with high standards and a competitive learning culture, while Indonesia often places more emphasis on equal access to education throughout the region.