Social Studies Teachers Research Articles

Teaching National Identity in Multicultural Classrooms: A Study on Social Studies Education and Sociological Perspectives of Inclusion

This study investigates the challenges and strategies associated with teaching national identity in multicultural classrooms, emphasizing the need to balance national unity with cultural diversity. As classrooms become increasingly diverse, educators face difficulties in promoting a cohesive national identity while respecting students’ varied cultural, ethnic, and linguistic backgrounds. The study examines these challenges through the lens of sociological theories such as Social Identity Theory, Critical Race Theory (CRT), and Social Integration Theory, which provide frameworks for understanding how to foster inclusion and address historical inequalities. The research highlights key issues, including the risk of marginalizing minority perspectives, ensuring culturally sensitive representation, and overcoming linguistic barriers. It also explores effective strategies for teaching national identity, such as adopting culturally responsive pedagogy, encouraging critical engagement with national narratives, and incorporating multilingual approaches. Recommendations for policymakers and curriculum developers include supporting inclusive education policies, investing in teacher training, and designing curricula that reflect diverse perspectives and address social justice issues.

Digital Content Model Framework Based on Social Studies Education

Digital Content Model Framework Based on Social Studies Education

A Qualitative Exploration of the MATATAG Curriculum's Perceived Impact on History and Geography Education in the School Year 2024-2025

This study presents a qualitative examination of the influence of the MATATAG curriculum on history and geography education for the academic year 2024-2025. Through the utilization of Focused Group Discussions (FGD) and interviews involving stakeholders in social studies education, a systematic collection, analysis, and interpretation of participant responses were conducted. FGD outcomes uncovered diverse themes regarding the perceived impact of the MATATAG curriculum on the teaching of history and geography. These themes encompass heightened awareness of contemporary and critical issues, deepened understanding with expanded perspectives, varied outcomes based on implementation, early exposure to history and geography, addressing knowledge gaps and fostering patriotism, impact on discipline and awareness, intensified focus on geography and history, and the teacher's perspective and meaningful learning. The results highlight substantial positive changes attributed to the MATATAG curriculum compared to its predecessor, as outlined in the curriculum guides issued by the Department of Education. Noteworthy is the curriculum's provision of opportunities for the localization and contextualization of history and geography lessons. This paper contributes novel insights into the perceptions of diverse stakeholders regarding the imminent implementation of the MATATAG curriculum in the upcoming school year.

Inside the Black Box of Divisive Concepts and Difficult History: Introducing a Typology of Collective Trauma in Social Studies Education

Trauma studies scholars emphasize naming or acknowledging trauma to promote healing. In response to the recent political and curricular whiplash in the Commonwealth of Virginia, this paper investigates the prevalence and nature of traumagenic events in Virginia’s social studies standards. Data analysis suggests that conceptual insights from trauma studies literature are broadly applicable in the study of traumagenic events in social studies. The findings foreground the role of positionality in the study of traumagenic events and highlight the importance of active verbs and visible actors in acknowledging both trauma and healing in the standards. This paper concludes with a typology for examining collective trauma in social studies curricula and beyond.

Availability, Utilization, and Efficiency of Community Resources in Teaching Social Studies for Knowledge Transfer in Federal Capital Territory College of Education, Zuba-Abuja.

This paper investigates the utilization of community resources to enhance social studies education at FCT College of Education, Zuba. Recognizing the importance of experiential learning, the study examines the availability, utilization, and efficiency of various resources, including museums, nature centers, interactive SOS centers, and farms, through a descriptive survey. Findings reveal high availability and utilization rates for certain resources, while others show opportunities for improvement. Despite challenges such as logistical constraints and disparities in resource access, community resources are perceived to enhance teaching effectiveness, student engagement, and problem-solving skills. The study underscores the significance of integrating underutilized resources, fostering partnerships with local stakeholders, and providing professional development opportunities for educators to maximize the impact of community resources on social studies education. Recommendations include promoting innovative integration strategies, addressing barriers to resource utilization, and regularly assessing efficacy to improve teaching and learning experiences.

Efektivitas Penggunaan Website Live Worksheet pada Mata Pelajaran IPS Kelas IX di SMPN 4 Kota Solok

This type of research is quantitative descriptive research. The population in this study were class IX social studies teachers and class IX students at SMP Negeri 4 Solok City, namely 3 teachers and 76 students. The sample in this study uses 2 research techniques, teachers use a technique (total sampling), while students use a technique (random sampling). The analysis technique in this research is descriptive quantitative using questionnaire criteria for effective and ineffective use of the live worksheet website. The research results show that: Live worksheets can help teachers create interesting learning evaluation questions, with a percentage of 83% being very effective in use. Meanwhile, live worksheets which can help students overcome boredom when taking exams with a percentage of 75% are effectively used. Based on the research results, it can be concluded that the use of the live worksheet website in social studies subjects in class IX at SMP Negeri 4 Solok City by teachers obtained a percentage of 83% which was very effective. Live worksheets that can help teachers create interesting learning evaluation questions. Meanwhile, based on the research results, it can be concluded that the use of the live worksheet website in class IX social studies subjects at SMP Negeri 4 Solok City by students obtained a percentage of 75% effective use.

Effectiveness of Social Studies Curriculum Instruction on Adolescent Risky Sexual Behaviour of Junior Secondary Students in Calabar Municipality, Cross River State

Objectives: The increasing number of children between the ages of 11-14 becoming mothers is expanding the rate of out of school going- children in Nigeria. This phenomenon was hitherto synonymous with the northern part of the country but today, is gradually submerging the serenity of Cross River State education system. However, Social Studies was introduced into the Nigerian school system as a corrective subject to address some of the social vices in the society. Hence, the need to assess its effectiveness in relation to some common social vices among in-school adolescent. The study evaluates the effectiveness of Social Studies curriculum instruction on adolescent risky sexual behaviour of junior secondary two students in Calabar Municipality, Cross River State. Method: The researchers adopted the correlational survey research design. The population consists of 21 public junior secondary schools with 15,739 students and 48 Social Studies teachers in Calabar Municipal. 243 students and 17 teachers Social Studies responded to Social Studies Curriculum Instruction and Adolescent Risky Sexual Behaviour Questionnaire (SSCIARSBQ) and Social Studies Curriculum Instruction Evaluation for Adolescent Risky Sexual Behaviour Questionnaire (SSCIEARSBQ)”. In the data analysis, mean and standard deviation was employed to answer all the research questions while the hypothesis formulated was tested using Pearson’s Product Moment Correlation (PPMC) statistic. Results: The research finding revealed that both students and teachers are of the opinion that drug abuse, poor societal values, multi-sex partners, poor parental upbringing and peer influence are causes of adolescents’ indulgement in risky sexual behaviours. Conclusion: Social Studies curriculum at the junior secondary two level effectively address the issues of risky sexual behaviour and that there is a significant relationship between JSS II Social Studies curriculum effectiveness and students’ knowledge of risky sexual behaviour in Calabar Municipality.

Analisis Pelaksanaan Assessment dalam Kurikulum Merdeka pada Pembelajaran IPS Kelas VII di SMP Negeri 2 Kota Solok

This research is motivated by the teacher's readiness to carry out assessments of students in the independent learning curriculum which has just been implemented at SMP Negeri 2 Solok City. The aim of this research is to determine the implementation of assessments on class VII social studies subjects at SMP Negeri 2 Solok City in facing the independent curriculum, the obstacles faced by class VII social studies teachers in implementing independent curriculum assessments, solutions to overcome the obstacles faced by class VII social studies teachers in implementing the independent curriculum assessment. The key informant for this research is the class VII social studies teacher and additional informants for this research are the school principal, curriculum representative and supervisor. Data collection was carried out through observation, interviews and documentation. Based on the research results, it can be concluded that SMP Negeri 2 Solok City has implemented assessment in accordance with the independent curriculum.

The Role of Social Studies Teachers in Strengthening Pluralist Attitudes in Post-Covid-19 Students in Indonesia

In this study it was carried out due to the reduced feeling of mutual respect and tolerance by fellow students peers who have different religious and ethnic cultural backgrounds as a result of distance learning during the Covid-19 pandemic. So than therefore, the role of social science teachers is needed to strengthen students’ pluralism attitudes. This research aims to identify and describe the role of social science teachers in strengthening pluralism students, what elements support and what is the role of the social science teacher, and what elements hinder implementation that matter. The research was conducted at State Junior High School 3 Blitar. The method used in this study is the method qualitative descriptive with data collection techniques using in-depth interviews and observation. Result of This research shows that the role of the social science teacher has been quite good in educating and motivating students to strengthen attitude of pluralism among students. There are several things that social science teachers do to form a mutual attitude respect and tolerance among students. This is also supported by several factors including the school environment conducive so that students can directly learn how to behave pluralism. But besides that there is factors inhibiting social science teachers in strengthening pluralism attitudes, including limited study hours due to the Covid-19 pandemic, as well as changes to returning to school after Covid-19 and this has restricted activities in schools.

Examining pedagogical approaches and learning challenges in social studies education for upper primary students in urban slum areas of Odisha

Examining pedagogical approaches and learning challenges in social studies education for upper primary students in urban slum areas of Odisha

COMPARATIVE EVALUATION OF SOCIAL STUDIES EDUCATION APPLIED FOR GIFTED STUDENTS I

COMPARATIVE EVALUATION OF SOCIAL STUDIES EDUCATION APPLIED FOR GIFTED STUDENTS I

Upaya Guru IPS dalam Mengembangkan Karakter Tanggung Jawab Siswa

This research aims to describe the Role of social studies teachers in developing students' responsible character in social studies learning at SMP Negeri 25 Bengkulu City. I also learned about the obstacles social studies teachers face in improving students' honest character, discipline, and responsibility at SMP Negeri 4 South Bengkulu. This research includes a qualitative approach, and this type of research uses a purposive sampling method. Researchers collect and obtain data through interviews, observation, and documentation. The results of this research can be explained as follows: the Role of social studies teachers in developing responsible character is as a motivator, corrector, guide, and initiator. Meanwhile, the obstacles for social studies teachers in developing students' responsible character are: 1) family factors. Families often do not pay attention to children's behavior, so children fall into the wrong environment. 2) the friend factor: sometimes children cannot choose which friends are good and which are misleading. 3) environmental factors that do not always support maximum character formation. Keywords: Social Studies Teacher, Developing character, Role

사회과 저경력 교사의 토의·토론 수업 역량 강화를 위한 연수 프로그램 개발 연구

The purpose of this study is to analyze the characteristics of the training program developed to enhance the democratic citizenship education competence of low-experienced social studies teachers through discussion and debate, and to derive implications for the development and implementation of teacher training programs for low-experienced teachers in the future. To this end, the analysis focused on the training program development process and content structure, and the responses of training participants. As a result of the analysis, the teachers who participated in the training gave a very positive evaluation of the training program. Not only was the satisfaction with the content and method of the lecture very high, but it was also highly evaluated in terms of its usability in work. The training instructors recognized that the logical arrangement of the training program was outstanding and that the satisfaction of training participants was high due to the training program being structured around activities and participation. However, they evaluated that the lack of training time, the lack of understanding of the participants’ needs and demands, and level difference between programs(courses) by the instructors’ individual capabilities needed to be improved. Based on these analysis results, field orientation, integration, and cooperation were presented as principles of improving the training system for low-experience social studies teachers and suggested implications for the development and operation of training programs based on this.

초등 사회과에서 향후 ‘교실 교과서’의 가능성 탐색 - 해럴드 러그의 사회 교과서에 담긴 시사점을 토대로 -

This study was conducted for the purpose of exploring the possibility of 'classroom textbooks' by teachers to overcome the limitations of existing nationwide social studies textbooks in elementary social studies education. To this end, we theoretically reviewed the characteristics of classroom textbooks and examined the characteristics of Harold Rugg's elementary social studies textbooks. Based on this, we identified the limitations of existing nationwide textbooks and devised the principle of developing 'classroom textbooks' by teachers suitable for elementary social studies education based on the implications obtained through analysis of Harold Rugg's social studies textbooks. The principles are as follows. First, the selection of alternative educational content considering the curriculum standards, second, integrated topic-oriented approach, third, the composition of reading materials by storytelling and step-by-step questions aimed at student inquiry, and fourth, textbook production and post-supplementation considering the characteristics of classroom students. Based on this principle, the researcher developed a 'classroom textbook' by teachers for some of the contents of the fourth grade of elementary school and used it for class, and confirmed the response of students and fellow teachers to the 'classroom textbook.' The possibility of 'classroom textbooks' by teachers in elementary social studies is as follows. First, 'classroom textbooks' by teachers provide the possibility of realizing social studies classes suitable for classroom students. Second, 'classroom textbooks' by teachers provide the possibility as a useful tool to realize alternative elementary social studies education led by teachers and students.

Examining the effects of social studies teachers' self-efficacy perceptions and psychological resilience on psychological well-being during the COVID-19 Pandemic

COVID-19 pandemisinin halk sağlığı ve tıbbi alandaki önemine ilave olarak, iş hayatındaki kısa ve uzun vadeli etkilerine dair çalışmalar da giderek çeşitlenmektedir. Bu çerçevede bu çalışmanın temel amacı, pandemi sürecinde önemli değişim ve dönüşümlere kısa zamanda uyum sağlamak zorunda kalan sosyal bilgiler öğretmenlerinin algıladıkları öz-yeterlilikleri ve psikolojik dayanıklılıklarının psikolojik iyi oluşları üzerindeki etkilerini incelemektir. Bu amaçla, Muğla İl Milli Eğitim Müdürlüğü’ne bağlı okullarda görevli 183 sosyal bilgiler öğretmeninden oluşan örneklemden anket tekniğiyle elde edilen verilere, Stata ve SPSS programları yardımıyla, doğrulayıcı faktör analizi, korelasyon ve çoklu regresyon analizleri uygulanmıştır. Bu analizler sonucunda, katılımcıların öz-yeterlilik algılarının psikolojik iyi oluşları üzerinde pozitif ve anlamlı bir etkisi olduğu bulunmuştur. Fakat, katılımcıların psikolojik dayanıklılık boyutlarından sadece “gelecek algısının” psikolojik iyi oluş üzerinde pozitif ve anlamlı etkisi olduğu tespit edilmiştir. Başka bir deyişle, psikolojik dayanıklılığın kendilik algısı, sosyal yeterlilik, yapısal stil, aile uyumu ve sosyal kaynaklar alt boyutlarının, psikolojik iyi oluş üzerinde anlamlı bir etkisi olmadığı sonucu ortaya çıkmıştır.

Determining the roles and competencies of social studies teachers in online distance education

This study was carried out to determine the online role and competence levels of social studies teachers who carried out distance education activities for the first time with the pandemic. For this purpose, the distance education role and competence levels of social studies teachers were examined according to the variables of gender, age, education level, previous training in using computer or internet technology, and previous distance education. The research was designed with the survey model, one of the quantitative research methods. The sample of the research consists of 68 social studies teachers working in 30 secondary schools determined in Izmir province in the 2021-2022 academic year. "Personal Information Form" created by the researcher and "Teacher Competencies Scale in Online Distance Education" developed by Kavrat and Türel (2013) were used as data collection tools. “Teacher Competencies Scale in Online Distance Education” consists of 20 items, and four factors, namely communicative role, technical role, social role and pedagogical role. As a result of the research, it was seen that the online distance education roles and competence levels of social studies teachers did not differ significantly according to gender, age or education level variables. While there is no difference in their pedagogical and technical roles depending on whether they have previously received training in using computer or internet technology; It has been observed that social studies teachers who have previously received training in using computer or internet technology have better proficiency in social and communicator roles. There was no significant difference in the values of social studies teachers regarding their pedagogical, technical and communicator roles depending on whether they had previously received distance education. However, it was concluded that social studies teachers who had previously received distance education had higher proficiency in their social roles. (Extended English summary is at the end of this document) Özet Bu çalışma Pandemi ile beraber ilk defa uzaktan eğitim faaliyetleri gerçekleştiren sosyal bilgiler öğretmenlerinin çevrim içi rol ve yeterlilik düzeylerini belirleyebilmek amacıyla gerçekleştirilmiştir. Bu genel amaç kapsamında sosyal bilgiler öğretmenlerinin uzaktan eğitim rol ve yeterlilik düzeyleri cinsiyet, yaş, öğrenim düzeyi, önceden bilgisayar veya internet teknolojisi kullanmaya yönelik eğitim almış olma ve önceden uzaktan eğitim almış olma değişkenlerine göre incelenmiştir. Araştırma nicel araştırma yöntemlerinden tarama modeliyle tasarlanmıştır. Araştırmanın örneklemini ise 2021-2022 eğitim-öğretim yılında İzmir ili içerisinde belirlenmiş 30 ortaokulda görevli, 59 sosyal bilgiler öğretmeni oluşturmaktadır. Veri toplama aracı olarak araştırmacının oluşturduğu “Kişisel Bilgi Formu” ve Kavrat ve Türel (2013)’in geliştirmiş olduğu “Çevrim içi Uzaktan Eğitimde Öğretmen Yeterlikleri Ölçeği” kullanılmıştır. “Çevrim içi Uzaktan Eğitimde Öğretmen Yeterlikleri Ölçeği” 20 madde ve adları iletişimci rol, teknik rol, sosyal rol ve pedagojik rol olan dört faktörden oluşmaktadır. Araştırma sonucunda sosyal bilgiler öğretmenlerinin çevrim içi uzaktan eğitim rol ve yeterlilik düzeylerinin cinsiyet, yaş ve öğrenim düzeyi değişkenlerine göre anlamlı bir farklılık göstermediği görülmüştür. Önceden bilgisayar veya internet teknolojisi kullanmaya yönelik eğitim almış olma durumlarına göre pedagojik ve teknik rollerinde farklılık görülmezken; Önceden bilgisayar veya internet teknolojisi kullanmaya yönelik eğitim almış olan sosyal bilgiler öğretmenlerinin sosyal ve iletişimci rollerine ilişkin yeterliliklerinin daha iyi olduğu görülmüştür. Sosyal bilgiler öğretmenlerinin önceden uzaktan eğitim almış olma durumlarına göre pedagojik, teknik ve iletişimci rollerine ilişkin değerlerinde de anlamlı bir farklılık görülmemiştir. Ancak önceden uzaktan eğitim almış olan sosyal bilgiler öğretmenlerinin sosyal rollerine ilişkin yeterliliklerinin daha yüksek olduğu sonuçlarına ulaşılmıştır.

Integration of Gender Equality Values Through Innovative Development of Interactive E-Modules in Social Studies Subject

Amidst the necessity for inclusive educational materials, this study endeavors to develop an E-Module that seamlessly integrates Gender Equality Values into the junior high school Social Studies curriculum.. The research product is an electronic module built using software and undergoes evaluation by experts, alongside feedback from teachers and students. Employing a Research and Development (R&D) approach, following the ADDIE model, the e-learning module undergoes a validation process. This validation process involves two subject matter experts: one specializing in gender studies and another in history, along with a media expert and a Social Studies teacher. The results of the validation indicate the high validity of the Interactive E-Module, with all involved parties providing strong validation scores. On average, expert and teacher assessments resulted in a validity score of 94.7%. Each party consistently achieved an average of 90% for both content and E-Module design. These results underscore the e-learning module's suitability for use, making it a highly recommended resource for Social Studies teachers at the junior high school level.

AWARENESS LEVELS OF SOCIAL STUDIES PRE-SERVICE TEACHERS REGARDING METAVERSE USE

In today's Technology Age, where communication technologies are gaining momentum, social, cultural, and technological competencies draw attention from individual and societal perspectives. Along with technological innovations, transformations are experienced in the societal development process in many areas, including education, communication, language, culture, economy, etc. In this context, innovative technologies in today's science and technology-oriented society bring applications of artificial intelligence and the virtual universe, exploring the interaction between humans and space and beyond. Metaverse stands out as a structure among these virtual universe applications. Metaverse, one of the popular artificial intelligence applications of recent times, emphasizes creating a virtual social environment beyond time with the understanding of space and beyond. Metaverse is a permanent three-dimensional world where many situations that we cannot experience in the real world can be experienced and where communication can be established with other people or virtual people. It is thought that it may be beneficial to support a course such as social studies, which includes many disciplines and aims to raise well-equipped citizens with technology. The social studies course is also noteworthy as an area focusing on developing digital competence and skills. In this direction, this research aims to reveal the awareness levels of pre-service social studies teachers about metaverse usage from various variables. The experimental scanning method from quantitative research methods was utilized during the research process. According to the results of the study, while the awareness of the pre-service teachers about the application of metaverse as a current, popular technology and communication source is not found to be significant in terms of variables such as gender, age, and class level, it is significant regarding the university they attend, frequency of internet use, thoughts about using the internet/technology in education, digital environment and metaverse themed education, certificate program, and participation in courses.

Learning Experiences of Social Studies Teachers in Blended Modality: A Phenomenology

The pandemic has indeed drastically changed the way education is delivered, and the ways in which teachers creatively hone student’s mind based on existing curricula. In particular, the online blended distance learning is a topic of interest, hence, this phenomenological study seeks to probe using in-depth interviews the struggles, coping mechanism, and educational insights of social studies teachers. A total of thirteen (13) participants were chosen using non-probability purposive sampling method and data was analyzed using Colaizzi’s thematic analysis. Only Araling-Panlipunan teachers from secondary basic education schools were chosen to participate in the semi-structured interviews. Based on the findings, it was revealed that the participants had faced struggles in the implementation of the online blended distance learning, which are encompassed by the following themes: (i) Struggles in terms of Connectivity and Technological Issues, (ii) Lack of Time in checking the outputs of the students, and (iii) Grappling Need for contextualized delivery of modified instructional materials with its two subthemes, (a) Design of educational resources (i.e., modules, videos, alternative activities) and (b) Delivery of instructions and assessment of performance. They also utilized coping mechanisms such a (i) flexibility and initiative, (a) effective time management, and (b) embracing change and adaptation in the new normal education. Lastly, when asked about their educational insights, the following themes emerged (i) Be Conversant about Contemporary Issues, (ii) Empower Oneself with Dynamic Learning Environment, and, (iii) Improving Competence in Technology and Internet Exploration.

The Importance of Art and Museum Education in Teacher Training

Since art is an action specific to the individual, the development of aesthetic feelings within the education and training processes is an important condition for creating an effective society. People who do not have an artistic consciousness or love for art cannot realize and enjoy the works of art, cultural values and natural beauties they own, cannot protect them, cannot contribute to the cultural development of the society. It is important that art and museums, which have a great impact on all stages of life, are integrated with educational content by future teachers and that teacher candidates learn to integrate them into the classroom within the curriculum, taking into account the interests of the students. In this sense, it can be seen as a necessity for teacher candidates who undertake the education of the next generation to use artistic activities and museums effectively in the classroom, as they undertake the task of transferring social culture. This study aims to reveal the thoughts of Social Studies educators on the importance of art and museum practices in teacher education. In line with this general purpose, evaluations were made in parallel with the opinions of field experts at the end of the research.