Framework Of Social Studies Research Articles

A Comparative Analysis of Social Studies Curricula for Enhancing Global Citizenship: A Case Study of New York State, the United States, and Thailand

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.

'Look mommy, I'm eating the plate model!' Biopedagogies and coping with obesity through objectification.

Childhood obesity is increasing in many parts of the world. For the child, obesity often involves major social challenges. Within the framework of social studies of children and childhood and employing the concept of biopedagogies, I explore how children with severe obesity who participate in a long-term rehabilitation programme changed the perception of their bodies from 'being fat' to 'suffering from obesity' by embracing the biopedagogies involved. Due to this transformation, 'obesity' was made into an entity - 'a thing' that the children could work on -, which was used for coping and change. The article is based on an ethnographic field study of a Norwegian randomized medical intervention trial for children with obesity. A virtual abstract of this paper can be viewed at: https://www.youtube.com/channel/UC_979cmCmR9rLrKuD7z0ycA.

社会科の包括的説明枠としての「進歩主義」 : エヴァンズとオチョアの所論を手がかりに

社会科の包括的説明枠としての「進歩主義」 : エヴァンズとオチョアの所論を手がかりに

DINAMIKA KONSEPTUALISASI PENDIDIKAN ILMU PENGETAHUAN SOSIAL (PIPS) DAN PENDIDIKAN KEWARGANEGARAAN (PKn) PADA PENDIDIKAN DASAR DAN MENENGAH (Suatu Telaah Collective Mindset dalam Ranah Historis-Epistemologis)

Generally, the conceptual framework of social studies in United States and in Indonesia includes concept and praxis of education in democracy which are organised in a form of (1) civic/citizenship education as one of the dimensions of goals, content, and processes of social studies; and (2) social studies education. Basically, education in democracy can also be deemed as a subsystem of social studies education, and social studies education. However, as a subsystem of education in democracy civic educationt has shown its uniqueness i.e. it sinergically focussed on the development of individuals potentials to become smart and good citizens. Along the line of the development of the ideals, instrumenst, and praxis of democracy civic/citizenship education has become the academic endeavour, which then is generally called as civic education or citizenship education.

The Contribution of Virtual Education to Social Inclusion with the Consolidation of a New Conviviality

This article discusses some of the approaches implemented as socio-educational public policies - which have failed - aimed at strengthening social inclusion to encourage a substantive conviviality, an alternative to the existing one, which is included under the new comprehensive framework of Social Studies of Science and Technology in their relationship to the construction/application of scientific-technological knowledge through electronic distance education programs, specifically in Latin America. This field is linked to public policies/actions, when recognizing critical alternatives to the linear model of technological innovation (to replace it with the situated and distributed, systemic-holistic, and socio-technological interpretation), stressing the particular conditions of production and use of knowledge for the region, with the articulation of ICT, mainly to renovate and incorporate virtual higher-level educational proposals. So, this article contributes to the deepening not only of the ‘new sociology of science and technology’, but also to different lines of inquiry which affect the programmes of electronic distance education today, characterized by a consumerist scientific-technological boom within global controversy. The practice of a substantive reflexivity will result in not only a new meaning of the concept of social inclusion for a new conviviality within global social systems traversed by ICT, but also in the analysis of proposals that will overcome the socio-educational exclusion mediated by technology, for a social inclusion and a new conviviality. The configuration of this considers the empowerment and practice of digital skills to function with relevance and prudence, in a proactive and responsible way, in a progressive (cyber)-citizenry, with valuable, productive, and valid behaviour to meet equitable needs of life by an intercultural respect, recognition of contradictions and social tensions, theoretical and methodological negotiation, and practice in the hybrid production of alternative frameworks to overcome diverse e-exclusions.

The Forgotten Legacy of Carter G. Woodson: Contributions to Multicultural Social Studies and African American History

The intent of this article is to examine the significance of Carter G. Woodson to the historical development of the fields of curriculum and social studies, particularly as they relate to the evolution of the modern multicultural movement. The authors focus on Woodson's contributions through his curriculum and his pedagogical efforts in establishing a more rigorous and historically accurate social studies framework through his community education initiatives, the Negro History Bulletin, and his textbooks. They conclude the article with a discussion of how Woodson's efforts can have direct implications for social studies educators.

A Study on Developing Assessment Framework of Social Studies for National Assessment of Educational Achievement

A Study on Developing Assessment Framework of Social Studies for National Assessment of Educational Achievement

Sexuality and relationships education: toward a social studies approach

Globally, gender norms and power differentials profoundly affect both girls' and boys' sexual attitudes, practices and health. One avenue for enabling young people to reflect on traditional gender arrangements that endanger their health—and to lay the groundwork for satisfying sexual lives—is sexuality and relationships education (SRE). Unfortunately, many SRE programmes address gender norms and critical thinking skills either superficially or not at all. Moreover, in some developing countries, SRE programmes do not reach the majority of girls aged 15–19, a high proportion of whom are simply not in school. This paper argues for grounding SRE within a social studies framework, emphasizing gender and social context. Such an approach can foster critical thinking skills, can provide a foundation for subsequent lessons on explicitly sexual topics, can illuminate the links between gender inequality and other social issues, can allow for a human‐rights emphasis that may prove politically less controversial than technical sexuality topics, and may ultimately prove vital to achieving better sexual health outcomes. The experience of community‐based programmes provides lessons for designing and evaluating such approaches in schools.

Opportunities Lost: Teachers Learning about the New York State Social Studies Framework

The recent spate of state and national curriculum policies promote changes in teaching and learning in social studies. Yet these policies are largely silent on the issue of how teachers will unlearn what they now know and learn to teach differently. In this student of 16 professional development opportunities around the recent New York State social studies framework, I explore three issues: the range of opportunities teachers have to learn about the framework, the content and pedagogy of those sessions, and teachers' responses to the framework and the professional development sessions they attended.

Values Education ‐‐ Some New South Wales Experiences

Abstract While values education in the NSW system is not new, there have been certain inputs into this system in the last few years that have brought about some significant changes. One source of these inputs was the Department of Education which published its Primary Social Studies Curriculum Guidelines in 1975. A second source was a number of published, in‐depth inquiry units that were developed in the United States and then travelled across the Pacific to the NSW market. A third source was, and still is, the creative energy of some NSW teachers. The end result has been a multi‐pronged approach to values education within a Social Studies framework. No one particular approach to values education e.g., values clarification or moral reasoning, has been adopted. Rather, a variety of approaches, made possible by the new directions of Social Studies education, has been favoured. This paper attempts to detail these new directions and then to describe and analyse some of the effects they have had.

The Economist as Consultant to the Schools

Important developments in curriculum and method at the pre-college level are explained by Schur, as he shows how the economist can serve as consultant to elementary and secondary schools. The way in which economics can be included in a conceptually oriented social studies framework is described, and the potential consultant is given practical advice on how he can help to improve the teaching of economics in the schools.