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Relevance of social studies in the 21st century society: Students’ perspectives
Abstract
Social Studies is a key tool in this changing world. It serves as the foundation of social development across the country and acts as an agent of change that transforms an individual into an effective citizen of the nation. Moreover, the Philippine K to 12 curriculum accentuates the role of social studies in developing the learners’ literacy and effective engagement as a citizen of the country. This study aims to elicit the junior high school students' perspectives on the significance of social studies in 21st-century society. It involved 25 Grade 7 students enrolled in a public secondary school in Zambales, Philippines. This study used a qualitative descriptive design with a semi-structured interview guide as the primary gathering tool. Thematic analysis was used in analyzing the data. Five major themes emerged from the categorized statements of the participants. Social studies is still relevant today as it encourages community participation, enhances critical and creative thinking, fosters cultural sensitivity, broadens global perspective, and promotes values formation. Moreover, participants claimed that social studies promotes cultural heritage, fosters economic efficiency, serves as a source of meaningful information, and brings people back to the past. The study recommends that teachers should enhance their technological pedagogical content knowledge (TPACK) in Social Studies to keep abreast with the demands of 21st-century society. Further, teachers are encouraged to make the teaching of Social Studies contextualized, indigenized and localized to make it responsive and relevant in the current setting.
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This study examined the changes in preservice and inservice teachers' attitudes toward computers
following their participation in an educational computing class, and it explored the factors
that con:ributed to their computer use. The study used data from 114 preservice and inservice
teachers (33 female, 31 male) who attended a university in southern California. Results of
doubly multivariate repeated measures indicated that teachers' attitudes (anxiety, confidence,
and liking) significantly 1mproved after the computer literacy course. The follow-up study indicated
that teachers' prior computer experience shaped their expectations of the course. Teachers
reported that having a home computer, a professor's willingness to teach, and the current use of
technology in the schools at which they work also influenced their attitudes toward and use of
computers.
The past two decades have seen rapid changes in the ways in which sociologists think about children, and a growing cross-fertilisation of ideas between researchers in a variety of social science disciplines. This paper builds upon these developments by exploring what three inter-related ways of thinking about spatiality might contribute to the new social studies of childhood. Specifically, we identify the importance of progressive understandings of place in overcoming the split between global and local approaches to childhood; we discuss the ways in which children's identities are constituted in and through particular spaces; and we examine the ways in which our understandings of childhood can shape the meaning of spaces and places. These ideas are illustrated by reference to our current research on children's use of the internet as well as a range of wider studies.
School reform efforts have focused on the development BE professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social (measured as social support for achievement). Employing quantitative (multilevel) and qualitative analytic methods, we show that in 24 nationally selected, restructuring elementary, middle, and high schools professional community is strongly associated with these dimensions of classroom organization. Both professional community and social support for achievement have a positive relationship to student performance, but the strength of their association with authentic pedagogy accounts for that effect.
ABSIRACT: The relationship between efficacy and selected instructional vareables was explored for two types of special education teachers. Teachers were categorized either as direct service providers, who provided direct instruction or behavioral interventions to students with mild disabilities, or as indirect service providers, who spent at least 50% of their time consulting, collaborating, or team teaching with general educators. Significant positive correlations found between efficacy and three instructionally-relevant factors were for both types of teachers. Type of service was related to only one instructional component, Instructional Experimentation. Recommendations for teacher education are addressed.
This qualitative research investigated the perspectives and experiences of 17 social studies teachers following technology integration training. The research indicated that the teachers held a variety of views of technology integration. These views influenced their use of technology in the classroom. Four major categories of technology-related activities were observed among participants: (a) teacher-centered, (b) structured inquiry, (c) teacher-student negotiated, and (d) student-centered. Most teachers were willing to use technology, expressed positive experiences with technology integration training, increased their use of technology in the classroom, and used technology more creatively. Despite all the advantages provided by technology, the research found that willingness to use technology and positive experiences were related to teachers' increased use of technology and to more creative use of technology, but they did not ensure that teachers would replace their teaching with technology.
Describes three social studies projects tackled by students at the Bronx High School of Science: an extracredit activity on doing business in Manhattan, a citizen-participation project on fixing the United States, and a cooperative activity to identify problems common to Tokyo and New York City. Using the Internet to solve real-world problems expands classroom walls. (14 references) (MLH)
Gudmundsdottir, S. & Shulman, L. 1987. Pedagogical Content Knowledge in Social Studies. Scandinavian Journal of Educational Research 31, 59‐70. The role of teacher's pedagogical content knowledge in social studies is addressed through two case studies: a novice and a veteran teacher. We demonstrate that the important difference between the novice and the expert is manifested in a special kind of knowledge that is neither content nor pedagogy per se. It rests instead in pedagogical content knowledge, a form of teacher understanding that combines content, pedagogy and learner characteristics in a unique way.
The role of values in the development of pedagogical content knowledge was examined through interviews and classroom observations of four expert high school teachers. Analysis indicated that the teachers' value orientations to their subject matter influenced their choice of content, their use of the textbook, pedagogical strategies, and their perceptions of students' instructional needs. The results suggest that teacher educators need to help prospective teachers understand the influence that values have on the development of pedagogical content knowledge as well as the impact of their own values on their teaching practice.
Math and social studies differ in the usual instructional pattern found in elementary classrooms, in the goals sought, and of course in the actual content. Based on documented differences in the two fields, we expected pupils to hold different ideas about how to learn each subject and to express different reasons for positive and negative experiences in each subject. Sixty fifth grade pupils from 11 classrooms were interviewed to explore their attitudes and conceptions about learning math and social studies. The interviews included pupils' definitions of each school subject, descriptions of typical classroom activities, probes regarding how each subject was actually learned, and descriptions of times liked and disliked in each subject. Students' conceptions and attitudes regarding math and social studies were different. Consistent with expectations, pupils characterized positive and negative experiences in math in regard to their success or ability to do the work while social studies experiences were evaluated more in terms of whether they were interesting or boring. Among other differences, more students thought they could learn social studies on their own than math.
Much of the traditional and prevailing dogmas surrounding factors affecting students' experiences and outcomes of schooling throughout their primary and secondary years - especially socio-cultural and socio-economic factors - are now understood to be products of methodological and statistical artefact, and amount to little more than religious adherence to the moribund ideologies of biological and social determinism. In this paper, key findings are presented highlighting real effects from recent and emerging local and international research on educational effectiveness. For example, whereas students' literacy skills, general academic achievements, attitudes, behaviours and experiences of schooling are influenced by the background and intake characteristics, the magnitude of these effects pale into insignificance compared with class/teacher effects. This is, the quality of teaching and learning provision are by far the most salient findings from the related local and international evidence-based research indicate that what matters most is quality teachers and teaching, supported by strategic teacher professional development.
This study focuses on the teacher link in the successful implementation of technology in the learning environment and investigates the attitudes toward technology of teachers from three school districts in Louisiana. Differences among school systems, teaching level, gender, and teaching experience are studied. To assess the attitudes of the respondents in the study, the Teacher's Attitude Toward Information Technology (TAT) survey instrument was distributed to the faculties of the Monroe City Schools (an urban system), the Ouachita Parish Schools (an urban/rural system), and the Winn Parish Schools (a rural system). Approximately 500 questionnaires were distributed to the faculty of these systems; of these, 242 were returned. Findings showed that attitudinal differences about technology were present among the teachers representing these systems. The urban system teachers exhibited a better attitude compared to the urban/rural and the rural system. (MES)
Summarizes a study using indepth interviews and observations to explore 10 secondary teachers' perceptions of educational technology and its role in their classrooms. Study data suggested that acceptance of educational technology may not imply a radical shift in educational practices. Although some teachers embraced technology's potential for alternative schooling approaches, others adapted it to bolster traditional, teacher-centered instruction. (57 footnotes) (MLH)
What is the future of social studies education in schools in the electronic age of knowledge and distributed intelligence? Research on instructional technology suggests that thoughtful curriculum development and careful instructional design are more likely to enhance learning than the particular delivery medium used. Lack of teacher time and training and lack of money are among the many impediments to improved use of technology in social studies classrooms. If our experience with other technologies in the classroom is any guide, the effects of electronic technology will be minimal. Schools and social studies instruction will continue much as they have for decades.
This paper describes an exploratory study designed to investigate the relation between selected teacher perceptions past research has shown to be shared by highly effective teachers, and teacher attitudes toward the implementation of new instructional practices. Data were gathered through a questionnaire administered to 120 elementary and secondary school teachers immediately following a one-day taff development program on mastery learning instructional strategies. Results showed that measures of teacher efficacy, teaching affect, and teaching self-concept were significantly related to teachers' attitudes regarding the congruence, difficulty of use, and importance of the recommended practices. Implications for instructional improvement efforts are discussed.
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