Controversial Issue Instruction in Context: A Social Studies Education Response to the Problem of the Public

Misco, Thomas

doi:10.1353/eac.2014.0011

Cited by 2 publications

(1 citation statement)

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“…American children now receive very little or no formal education of basic social studies subject areas, such as economics, civics, geography, and history. For a nation to thrive, students are said to need social studies education for them to become valuable citizens (Misco, 2014).…”

Section: Introductionmentioning

confidence: 99%

Social Studies Curriculum Integration in Elementary Classrooms: A Case Study on a Pennsylvania Rural School

Ollila

Macy

2019

The Journal of Social Studies Research

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Since the advent of the No Child Left Behind Act of 2001, classrooms in the U.S. have experienced a steady decline in the amount of time teachers spend on social studies, with the elementary grades suffering the highest level of decline. There is currently a need to understand how teachers perceive the problem of insufficient social studies instruction time and gain their perceptions of curriculum integration as a solution. The purpose of the qualitative case study was to explore how 14 elementary social studies teachers in Grades 3 to 5 integrate social studies throughout the curriculum. In addition, another aim was to evaluate the outcomes of employing an integrated social studies curriculum on teaching civic competence to students. This qualitative case study included interviews and focus group discussions; data were then analyzed using a thematic analysis. It was discovered that teachers believed that by increasing instructional time for social studies, students’ understanding of the subject and its concepts should also increase; however, the key disadvantage was the need to have adequate time and planning to integrate the subject. The interviewed teachers shared that the best method of integration is by incorporating social studies concepts in classroom projects and activities. From the results, it is then recommended for the integrated curriculum theory to be strongly considered by the key educational decisions makers in the country. The results can help the schools determine how to best increase social studies instructional time, improve quality of social studies education, and the positive effects of instilling civic competence among their students.

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Section: Introductionmentioning

confidence: 99%

Social Studies Curriculum Integration in Elementary Classrooms: A Case Study on a Pennsylvania Rural School

Ollila

Macy

2019

The Journal of Social Studies Research

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Sosyal Bilgiler Öğretmen Adaylarının Sosyal Problem Algısı

Eryılmaz¹,

YILMAZ²,

GÜNEL³

2022

Kastamonu Eğitim Dergisi

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Purpose: The main purpose of this research isto understand pre-service social studies teachers’ perceptions of social problems.Design/Methodology/Approach: The phenomenological design was employed in order to investigate pre-service social studiesteachers’ perceptions of social problems. Participants are consisted of eight pre-service social studies teachers. Data wasobtained in the fall semester in 2016-2017 academic year. Semi-structured interviews were used as data collection tool. Theinductive analysis approach was adopted to analysis data.Findings: As a result of the research, it was revealed that there are similarities between the pre-service social studies teachers’perceptions of social problems and functionalist (structuralist), confrontational, symbolic interactionist and social constructivisttheories.Highlights: It was concluded that pre-service social studies teachers’ perceptions of social problem are shaped by differentresources such as family, culture, political groups, and mass media. Besides, it was found that pre-service social studies teachersdid not feel that they have enough skills and experiences about how to teach social problems in the courses.

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Controversial Issue Instruction in Context: A Social Studies Education Response to the Problem of the Public

Cited by 2 publications

References 35 publications

Social Studies Curriculum Integration in Elementary Classrooms: A Case Study on a Pennsylvania Rural School

Social Studies Curriculum Integration in Elementary Classrooms: A Case Study on a Pennsylvania Rural School

Sosyal Bilgiler Öğretmen Adaylarının Sosyal Problem Algısı

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