Social Studies Textbooks Research Articles

Anachronic Mistakes in Social Studies Textbooks

The aim of the study is to identify anachronistic errors in social studies textbooks. Document analysis method was used in the research. The obtained data were analysed by “descriptive analysis. The data of the research consisted of the Ministry of National Education (MNE) primary school 4th grade and secondary school 5th, 6th, and 7th grade social studies textbooks in 2021. The relevant textbooks were examined by focusing on the criteria prepared in line with expert opinions. As a result of the research, the following findings were reached: In the course texts, mostly due to the logical errors in the use of place names, anachronistic errors occurred. In the fictional texts, the views of the course book author are included as if they were the discourses of historical characters. Course book authors do not pay attention to time and space; they interpret the past with contemporary perspective, which causes anachronistic errors. There was no finding that could cause anachronistic errors in the "photographs and pictures" in the textbooks; however, it has been concluded that there are anachronistic errors due to the careless use of place names in historical maps.

Gender in Türkiye and Iran 4th- Grade Social Studies Textbooks

Ders kitapları, resmî ideolojilerin somut ve geniş bir alanda değerlendirilmesini mümkün kılar. Ders kitapları arasında sahip olduğu içeriğinden dolayı kimlik ve kişilik belirlemesiyle ön plana çıkan Sosyal Bilgiler Ders kitabı resmî ideolojinin en iyi anlaşılacağı ders kitaplarından biridir. Resmî ideolojinin oluşturmak veya devam ettirmek istediği toplumsal cinsiyet rollerini ders kitapları aracılığıyla tespit etmek mümkündür. Bu çalışmanın amacı Türkiye ve İran ders kitaplarındaki görsellerde toplumsal cinsiyet durumunu ortaya koymaktır. Bu amaç ile iki ülkede devlete ait resmî okullarda okutulan güncel 4. sınıf Sosyal Bilgiler Ders kitaplarında kullanılan görseller incelenmiştir. Nitel araştırma gelenekleri ile yapılan çalışmada veriler doküman incelemesi yöntemiyle elde edilmiştir. Doküman incelemesiyle elde edilen veriler içerik analiziyle çözümlenmiştir. Bulgular, kadın ve erkek figürünün, (1) gösterilme sıklığı, (2) gösterildiği meslekler ve (3) eylemler olmak üzere üç kategori altında toplanmıştır. Çalışmada ulaşılan sonuçlara göre, Türkiye ve İran ders kitaplarındaki görsellerde erkek figürünün, gösterilme yoğunluğu, gösterildiği meslek ve eylemler açısından kadın figüründen daha fazla temsil edildiği diğer bir ifade ile geleneksel toplumsal cinsiyet rollerine uygun olarak verildiği sonucuna ulaşılmıştır. Her iki kitapta erkek lehine ortaya çıkan sonuçlar ile beraber ders kitaplarında geleneksel aile özelliklerinin yanında modern aile özelliklerine de yer verildiği, toplumda erkeklere atfedilen bazı meslekler ile kadınların da gösterildiği, toplumda kadınlara atfedilen bazı eylemler ile erkeklerin de temsil edildiği saptanmıştır. Çalışmada kitaplardaki görsellerde ortaya çıkan bu değişimlerin kitaplardaki metinler açısından nasıl olduğunun araştırılması önerilmektedir.

From influencing school food to handling hate speech: Methods, areas, and limitations of active citizenship in Finnish social studies textbooks

Historically, education for active citizenship has not been a high priority in Finnish schools. In this discursive study of Finnish social studies textbooks for grades 4–6, we investigate how students are encouraged to practice active citizenship, where the focus of active citizenship lies, and how active citizenship is limited in antidemocratic ways. Referring to the theoretical discussion about democracy in education, we note a discursive focus on individual influencing and communication skills as methods for active citizenship education. We find that active citizenship focuses on students’ immediate surroundings, the school, and the local area as potential fields of influence. We note how antidemocratic threats to active citizenship are often portrayed with a focus on individual feelings and manners, not on understanding democratic structures and antidemocratic threats such as silencing voices through online hate speech. We welcome a discussion about how young students can become active citizens, by encouraging a more democratic classroom culture within social studies, thereby creating space for imagining alternative futures and utopian thinking.

An Analysis of Middle School Social Studies Textbooks with a Focus on Media Themes

This study analyzes middle school social studies textbooks regarding media coverage. Document analysis was the preferred methodology of data collection. The data was gathered from 5th, 6th, and 7th grade middle school textbooks, identified via random sampling. The Media Concept and Related Concepts Textbook Review Form, developed by the researcher, was utilized during the data collection process. Researcher triangulation was applied during the analysis phase. The media-related textbook content was encapsulated within the following five themes: Media elements, media effects, media functions, media literacy, and media ethics. Findings for the media elements were categorized into media development, media tools, media types, media institutions, and media workers. Another major theme emerging from the analysis of the textbook content was media effects, which contained both positive and negative dimensions related to the impacts of media. Media functions constituted another media content theme emerging from the textbook analysis. This theme encompassed the media functions of transmission, speed, and ease of processing, communication and communication tools, education, and digital content. The media literacy theme encompassed findings categorized into thematic concepts, basic skills, and consciousness-raising. The final main theme emerging from the textbook analysis was media ethics. This theme included findings associated with controllable and regulable activities and ethical rights.

Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas

Abstract This study focuses on connectives, linguistic devices that signal relations between ideas. Connective knowledge varies widely across grades and is known to support reading comprehension and school writing. Despite the important role that connective knowledge plays in reading and writing, few resources exist to support teachers in understanding which connectives to prioritize in Spanish literacy instruction. In this study we combined a secondary analysis of midadolescents’ connective assessment data (810 students in grades 4–8) with a corpus linguistics frequency analysis of connectives in Chilean national science and social studies textbooks (1,079,593 total words), with the goal of generating a pedagogically relevant tool to support the instruction of connectives in Spanish literacy across content areas. To generate the Connective Frequency Bands Tool, we first examined the role of grade and connective type in midadolescents’ connective knowledge. Secondly, we examined associations between students’ knowledge and textual frequencies across content areas for each connective included in the assessment. Finally, informed by midadolescents’ connective knowledge and by the corpus linguistics analysis of science and social studies textbooks from grades 1–8, we generated the Connective Frequency Bands Tool listing connectives frequencies by grade, connective type, and content area.

Investigating the Amount of Attention to the Moral Competences of the National Curriculum of the Islamic Republic of Iran in the Social Studies Text books of the First Secondary School

Investigating the Amount of Attention to the Moral Competences of the National Curriculum of the Islamic Republic of Iran in the Social Studies Text books of the First Secondary School

The Place of Critical Thinking Skill in Social Studies Textbooks

Bu çalışmanın temel amacı eleştirel düşünme becerisinin ortaokul sosyal bilgiler ders kitaplarında ne düzeyde yer aldığını tespit etmektir. Bu yolla ders kitaplarının niteliğinin iyileştirilmesine yönelik çıkarımlar yapılarak öneriler sunulabilmesi hedeflenmiştir. Araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırma verileri araştırmacının geliştirmiş olduğu doküman inceleme formu kullanarak toplanmış, betimsel analiz yöntemine dayalı olarak analiz edilmiştir. Araştırmanın çalışma materyalini 2021-2022 eğitim öğretim yılında kullanılmakta olan ve Millî Eğitim Bakanlığı tarafından hazırlanan 5., 6. ve 7. sınıf sosyal bilgiler ders kitapları oluşturmaktadır. Kitapların üniteler içi etkinlikler ile ölçme-değerlendirme bölümleri ayrı olarak değerlendirilmiştir. Araştırma sonuçlarına göre ders kitaplarının eleştirel düşünme becerisine dair içeriği hem sınıf seviyesine göre hem de ünite içi etkinlikler ve ölçme-değerlendirme bölümleri arasında farklılık göstermektedir. Eleştirel düşünme etkinliklerinin öğrenme alanlarına göre dağılımı açısından da önemli oransal farklılıkların bulunduğu görülmüştür. Ayrıca ünite içi ve ölçme-değerlendirme bölümlerinde eleştirel düşünme alt becerilerinin desteklenme oranlarında dengesizlikler görülmüş, bazı alt becerilerle ilgili hiçbir içeriğin bulunmadığı tespit edilmiştir.

일본의 교과서 문제는 왜 연속적으로 발생하고 있는 것인가?

The purpose of this study is to examine why textbook issue in Japan have continuously occurred by analyzing the ‘structure of textbook issue’ composed of ‘multiplicity’, ‘diversity’, and ‘simultaneity’. Since the textbook issue occurred in 1982, these elements of the textbook issue such as ‘multiplicity’, ‘diversity’, and ‘simultaneity’ have appeared. First, ‘multiplicity’ has appeared as the textbook writing standards became a problem together with the contents of the textbook since the 2008 revision. Second, ‘diversity’ began with high school social studies textbooks, and since then, it has been expanded to middle and elementary school social studies textbooks. Third, several textbooks related to various social studies subjects caused textbook issue at the same time in middle and high schools and the number of grades using controversial textbooks has increased in elementary schools. In this way, the structure of textbook issue was formed through ‘multiplicity’, ‘diversity’, and ‘simultaneity’, and the ‘structure’ was gradually strengthened. In turn, this structure has continuously triggered textbook issue.

Examining Social Studies Textbooks in Terms of Sustainability Awareness

Sürdürülebilirlik, çevre ile insan etkileşiminde çevrenin en doğal haliyle korunması, insanın çevre üzerindeki olumsuz etkilerini çevreyi geri kazanabilmek adına düzenlemesi biçiminde tanımlanabilir. Çevresel konuların ele alınmasında ve çevreye yönelik bilinç kazandırılmasında önemli bir yere sahip olan sosyal bilgiler dersi öğrencilerde çevreye karşı bilgi, tutum ve katılım sağlamayı amaçlamaktadır. Sosyal bilgiler dersinin bu amaçlarını gerçekleştirmesinde önemli materyallerden biri de ders kitaplarıdır. Bu kapsamda gerçekleştirilen çalışma ile sosyal bilgiler dersinde eğitim materyallerinden olan ders kitaplarının sürdürülebilirlik bilincine yer verme durumu açısından incelenmesi amaçlanmıştır. Araştırmanın veri kaynağını 2020-2021 eğitim öğretim yılında okutulmak üzere basılmış 4., 5., 6. ve 7. sınıf sosyal bilgiler ders kitapları oluşturmaktadır. Nitel araştırma yaklaşımının benimsendiği bu araştırmada doküman incelemesi kullanılmıştır. Araştırma sonuçları sosyal bilgiler 4., 5., 6. ve 7. sınıf ders kitaplarında sürdürülebilirlik bilincine yönelik ünite ve konulara yer verildiğini ancak bu içeriğin sürdürülebilirlik bilinci kazandırma bağlamında sınırlı olduğunu göstermektedir. 4., 5., 6. ve 7. sınıf sosyal bilgiler ders kitaplarında sürdürülebilirlik bilincini kazandırmayı amaçlayan çalışmaların ise açık uçlu sorular, okuma parçaları, proje çalışmaları, çoktan seçmeli sorular ve araştırma soruları olarak çeşitlendirildiği görülmüştür. Araştırmadan elde edilen sonuçlara dayalı olarak sosyal bilgiler ders kitaplarında sürdürülebilirlik bilincini kazandırmaya yönelik ünite, konu ve çalışmaların sayısının artırılması ile sosyal bilgiler ders kitaplarının diğer derslerin kitapları ile karşılaştırılarak incelenmesi önerilmiştir.

A study on how environmental issues are discussed in social studies textbooks

Environmental education should be sustainable. For a peaceful and happy world, each country is expected to see the environment as common heritage and to bring this sensitivity to the students in the education processes. Social Studies course is a course that aims to educate students to be effective, sensitive to living together, and have a perception of common heritage within the framework of global citizenship. For the environmental sensitivity to be more effective, the education process is bound to carry out very important tasks. Students can be supported to gain awareness of environment through educational programs, textbooks, teaching strategies, methods, and techniques from an early age on and throughout their education. The aim of this study is to investigate what kind of educational process the students in Turkey, which has an important geopolitical position in the world, go through in the social studies course, which bears the responsibility of conveying universal principles. In our study, the mixed method was used and it was investigated whether the environmental issues are discussed in social studies textbooks in accordance with the developmental levels of the students. In the research process, teachers' opinions as well as the textbooks were examined. As a result of the research, it has been understood that social studies textbooks do not primarily handle the environmental issues efficiently and that children are not trained well enough to gain environmental sensitivity.

Examining Tax Literacy in Social Studies Textbooks

Vergi okuryazarlığı, finansal okuryazarlığın boyutlarından biri olarak sosyal bilgiler dersinin kapsamına girmektedir. Vergi okuryazarı bireyler, vergi bilincine sahip olup verginin bir ülkenin gelişmesindeki önemini bilmektedir. Bu nedenle gelişmiş ülkeler, kendi vatandaşlarından etkili birer vergi okuryazarı olmalarını istemektedir. Öğrencilerin vergi okuryazarı bireyler olarak yetişmelerini amaçlayan derslerden biri de Sosyal Bilgilerdir. Bu araştırmanın temel amacı sosyal bilgiler ders kitaplarında vergi okuryazarlığının incelenmesidir. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Araştırma kapsamında incelenen ders kitapları, Milli Eğitim Bakanlığı tarafından onaylanan ve 2018-2022 yılları arasında okullarda kullanılan Sosyal Bilgiler 4, 5, 6 ve 7. sınıf ders kitaplarıdır. Araştırmada elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırma sonuçlarına göre Sosyal Bilgiler 6. sınıf ders kitabında vergi isminin geçtiği bir tane kazanım bulunmaktadır. Sosyal Bilgiler 4, 5 ve 6. sınıfta vergi belgesi ile vergi bilincine yönelik kavramlar; 7. sınıf ders kitabında ise tarihsel vergi kavramları ön plandadır. Sosyal Bilgiler ders kitaplarında (4-7) vergi okuryazarlığı kapsamında bulunan konuların finansal okuryazarlık içerikleri ile doğrudan bağlantılı olduğu görülmektedir. Ayrıca araştırmada incelenen tüm Sosyal Bilgiler ders kitaplarında vergi okuryazarlığı kapsamında yer alan görsellerin geliştirilmesi gerektiği sonucuna ulaşılmıştır. Araştırmada elde edilen sonuçlara göre çeşitli öneriler sunulmuştur.

Social Studies Teachers' Views on the Turkish Education System: Current Problems and Suggested Solutions

This study aims to determine the current problems related to social studies education from the perspective of social studies teachers. The research was designed with content analysis technique, one of the qualitative research methods. The study group of the research consisted of 50 social studies teachers working in secondary schools in the center of Mardin province. The data were collected using a semi-structured interview form. The data obtained were first subjected to a descriptive analysis in accordance with the content analysis technique. Codes and categories were created. According to the results obtained from the research, it is seen that the school directly affects the student's readiness and intrinsic motivation. In addition, the genetic and mental state of the child, how the parents guide the child, the financial conditions in which the child lives are directly proportional to his/her education, and the environment in which the student grows up are directly effective in the success of the student. When the opinions of the teachers about the social studies textbooks are analyzed, the majority of them stated that the textbooks are not printed in high quality. In addition, teachers who were satisfied with the textbooks stated that the book contains basic information, that the visuals in the book are in a way to guide the students, that the coloring is good, that it is the best book on the market, especially for the sixth grade, that the texts and topics in the book complement each other, that it is suitable for the age level of the students, and most importantly, that it makes a great contribution to the developmental process of the students in a positive sense. The research was concluded with suggestions such as organizing all stakeholders in education, strengthening the infrastructure of schools according to the curriculum and making all schools equal in this sense, providing financial support to schools and opening study classes in schools.

The contribution of the hidden curriculum to gender inequality in teaching and learning materials: Experiences from Tanzania

This study aimed to examine the contribution of the hidden curriculum to gender inequality in teaching and learning materials. Despite the efforts to have an official curriculum through school textbooks and learning materials. The hidden curriculum continued to encourage gender inequality through teaching and learning materials. The study examined the content and portrayal of males and females in primary school social studies textbooks. The study used a qualitative research approach and the documentary review method was used to gather information from books, published articles, and policy documents. The findings show that there was an improvement in addressing gender inequality in textbooks and learning materials. The findings show that the visibility and representation of females in textbooks have increased. However, gender roles were portrayed in stereotypical ideas and images that encourage gender bias. The study concluded that teaching and learning materials encourage a hidden curriculum that facilitates the underrepresentation of females and males in textbooks. Therefore, the Government in collaboration with the relevant authorities should ensure that the development of teaching and learning materials considers gender-responsive content and gender balance in role allocation. There is a need to increase awareness among reviewers and book authors on gender sensitivity in the preparation of teaching and learning materials in order to ensure adherence to gender equality principles.

Does the Authorized Textbook System Guarantee Diversity in Writing and Selection?: Focusing on the Experience to Write and Select Elementary School Social Studies Textbook Based on the 2015 Revised Curriculum

본 연구는 검정교과서 집필에 참여한 교사들과 선정에 참여한 교사들의 경험을 통해 한국의 검정교과서 개발 체제의 특징을 드러내고자 하였다. 이를 위해 해당되는 교사들을 인터뷰하고 이를 질적으로 분석하였다. 교과서 집필진들은 내용과 관련한 논쟁이 없어야 한다는 부담, 검정 통과의 부담, 교과서가 많이 선택받아야 한다는 부담, 공동 집필진의 합의에 따라야 한다는 부담으로 인한 교과서 동일성 기제와 학습활동 및 읽기 자료, 교과서 디자인과 관련한 다양성 기제를 겪으며 교과서를 개발하였다. 하지만 동일성 기제가 더 큰 힘을 발휘하여 교사들은 국정교과서와 큰 차이가 없으며 내용이 서로 유사한 교과서 중에서 교과서를 선택하게 된다. 내용상의 차이가 없기 때문에 교사들은 검정교과서 확대 정책을 오해하거나, 디자인 등 외형적 요소에 주목하며 교과서를 선정하거나, 다른 학교와 유사한 교과서를 선택하거나, 학습보조사이트를 보고 교과서를 선택하는 모습을 보였다. 이는 검정기준을 보수적으로 해석하게 하는 검정 제도, 국가가 교실에서 가르치는 내용을 규제하려는 관성의 발휘, 빠른 수업 준비가 가능한 교과서를 선호하는 교사가 형성한 한국의 교과서 개발 체제를 드러내었다. 교육과정 운영의 다양화를 추구한 정책의 본래 목표 실현을 위해서는 다양한 교과서의 개발이 우선적으로 추구될 필요가 있다.This study tries to reveal the characteristics of the authorized textbook development system in Korea through the experiences of the teachers participating in the writing of the textbook and in its selection. For the data, the relevant teachers were interviewed and the contents were qualitatively analyzed. Textbook writers are burdened by the worries about content-related disputes, passing of authorization process, having many textbook selections, and following the consensus of the co-authors. And the textbooks are diversified by the complementary materials and unique formats. Since the sameness mechanism exerts more, teachers face similar textbooks among which they have to choose. Seeing this situation, teachers misunderstand the policy of expanding the authorized textbooks, select textbooks paying attention to external factors such as design, monopolizing textbook, and publisher websites. This revealed Korea’s authorized textbook development system formed by a conservative interpretation of the authorization criteria, the government’s inertia to regulate what is taught in the classroom, and teachers who prefer textbooks approving rapid preparation of lessons. In order to realize the original goal of the policy, diversification of textbook development needs to be ensured first.

Examination of Primary School Turkish, Life Science and Social Studies Textbooks in Terms of Cultural Heritage Elements

Çalışmada, ilkokul Türkçe, Hayat Bilgisi ve Sosyal Bilgiler ders kitaplarında bulunan kültürel miras unsurlarının incelenmesi amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Veri kaynağı olarak ölçüt örnekleme yöntemiyle seçilen ve 2020-2021 Eğitim-Öğretim yılında okutulan Türkçe ve Hayat Bilgisi 3. sınıf ile Türkçe ve Sosyal Bilgiler 4. sınıf ders kitapları seçilmiştir. Araştırmacılar tarafından hazırlanan “Kültürel Miras Unsurları İnceleme Formu” ile veri kaynakları incelenmiş ve veriler betimsel analiz ile analiz edilmiştir. Analizler sonucunda, ilkokul Türkçe ve Hayat Bilgisi 3. sınıf ile Türkçe ve Sosyal Bilgiler 4. sınıf ders kitaplarında bulunan kültürel miras unsurlarından en çok sözlü gelenekler ve anlatımlara yer verildiği görülmektedir. Ayrıca Türkçe 3 ve 4. sınıf ders kitaplarında kültürel miras unsurları ile ilgili metinlerin görsellerle ve etkinliklerle desteklendiği tespit edilmiştir. İlkokul Hayat Bilgisi 3. sınıf ders kitabında kültürel miras unsurlarının daha çok metin ve görsellerde vurgulandığı görülmesine rağmen, Sosyal Bilgiler 4. sınıf ders kitabında daha çok metinlerle vurgulandığı sonucuna ulaşılmıştır.

Gender Representations in Social Studies Textbooks at Grade Three and Four

This study explored the gender roles of text characters and the messages given at grade three and four social studies textbooks of the community school of Nepal.The study further explored the gender representations of text characters in the textbooks through exploratory qualitative method; the verbal data noted from the textbooks were analysed through content analysis. The textbooks of grade three and four social studies were purposively selected because they have recently been reconstructed. The major findings are that the textbooks are the depiction of patriarchal traditionalgender bias mind-sets and the dominance of men over women. Men and women are portrayed in traditional gender bias occupations: strong, prestigious, intelligent and leading works are provided to male characters, and weak, subsidiary, subordinate, less prestigious and household chores are determined to women in the textbooks. The male-dominated family structures portrayed in the textbooks may not eliminate gender inequality, and reinforce male-dominated society in Nepal. Curriculum designers and textbook writers must reconsider the equal gender representations in the children’s textbooks to construct a positive effect on children’s gender perceptions while revising and/or producing new textbooks in future.

주요 국가의 교육 과정과 교과서에 제시된 원자력 발전 내용 분석

Objectives The purposes of this study were to analyze status, history and policy, science and social studies curriculum, textbooks of nuclear power in major countries.
 Methods In accordance with global nuclear policies, the United States and Japan were selected as countries to expand and maintain nuclear power plants. In the case of a country abolishing it, Korea, Germany, France were chosen. Australia is one of the countries that doesn't have it. We identified the current status of nuclear power through the number of nuclear power plants, generation, historical and policy data in major countries. And this study investigated nuclear power generation after collecting data from science and social studies curriculum and textbooks published by selected countries and discussed the implications.
 Results In terms of the curriculum, science subject was more than social studies subject, especially in high school physics and chemistry. Textbooks of the 2009 Revised Curriculum and US textbooks showed high in frequency. In domestic textbooks and foreign science textbooks, contents were many “pros and cons, and controversial situations of nuclear power generation”. In foreign social studies textbooks, contents were many “nuclear accident”.
 Conclusions In order to students to properly understand the issue of nuclear power generation, nuclear content and educational methods should be planned systematically from elementary school.

A Content Analysis of the Social Studies Textbook on the Changes in Korea’s Low Birth Rate and Aging Policy: Focusing on the Basic National Plan for Low Fertility and Population Ageing and Middle School Social Studies Textbooks under the 2015 Revised Curriculum

본 연구는 한국의 중학교 사회교과서에서 저출산⋅고령화 문제를 어떻게 접근하고 있는지, 어떤 문제점이 있으며 향후 개선 방향은 무엇인지를 분석하는 것을 목적으로 한다. 지난 약 20여 년간 한국의 저출산 · 고령화 정책은 ‘노동력 · 생산력’의 패러다임에서 ‘삶의 질 제고’ 패러다임으로 전환되어 왔다. 본 연구에 의하면 2015개정교육과정에 따른 중학교 사회교과서는 이러한 변화를 충분히 반영하고 있지 않다. 첫째, 교과서에 제시된 저출산 · 고령화 내용 기저에는 개인을 국가 발전을 위한 노동력으로 인식하고, 노인들을 사회적 부담으로 보는 인식이 깔려있었다. 둘째, 저출산 · 고령화를 유발하는 요인 역시 여러 요인들을 병렬적으로 나열했을 뿐 학생들이 한국 사회구조와 연결하여 원인을 분석하도록 안내하고 있지 않다. 셋째, 저출산 · 고령화 문제에 대한 대응에 관한 내용 역시 국가경쟁력을 우선시하는 성장주의 관점에서 벗어나지 못했다. 넷째, 지리와 일반 사회 영역의 저출산 · 고령화 내용은 유사한 관점과 내용으로 조직되었다. 향후 저출산 · 고령화 현상에 관해 일반사회 영역은 한국 사회구조와의 관계를 중심으로 구성하고, 지리 영역은 지역 불균형 문제와의 관계를 중심으로 조직함으로써 차별화할 필요가 있다.

Лексическая плотность как предиктор сложности (на материале учебников по естествознанию и обществознанию)

Лексическая плотность как предиктор сложности (на материале учебников по естествознанию и обществознанию)

다문화·융합적 관점에 기초한 초등사회과 해양교류교육의 실행 방안 탐색

Objectives This study presented the necessity and specific action plans for maritime exchange education according to the perception that marine exchange education is insufficient in elementary social studies in the era of increasing marine exchange. Methods Since Korea has three sides of the sea, it has been developing maritime exchanges with various countries for a long time. Therefore, in this study, how Korea has developed maritime exchanges from the past to the present was examined through various literature. In this process, I looked for what is easy to present to elementary school students. In addition, the maritime exchange section presented in the current elementary social studies textbook was analyzed and problems and alternatives were presented. Results Currently, there is no content related to marine exchange in elementary social studies textbooks. The textbook identifies the ocean with the topography of the sea. Accordingly, the focus is on the lifestyle of people living in the sea. Through this, students cannot find the importance and meaning of marine exchange. Accordingly, the specific steps and methods of marine exchange education in the elementary social studies department were presented from the perspective of marine ethics, multicultural perspective, convergent thinking ability cultivation, and recognition of regional identity in the historical transformation process. In addition, the specific steps and methods of marine exchange education presented were presented and generalized by presenting cases of applying them to international exchange classes. Conclusions With globalization, maritime exchanges are increasing. Accordingly, elementary social studies departments should actively include contents related to marine exchange education in textbooks. However, the field does not know what marine exchange education is and how to practice it. Therefore, in this study, the necessity of marine exchange education and specific practical steps were presented. In addition, it was possible to generalize by showing actual practice cases according to the research results. It is meaningful that this research is the first attempt in the elementary social studies department, and we hope that complementary research will be actively conducted in the future.