Making Social Studies Social: Engaging Students Through Different Forms of Social Perspective Taking

Gehlbach, Hunter

doi:10.1080/00405841.2011.607394

Cited by 23 publications

(15 citation statements)

References 15 publications

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“…Other research focused on student engagement related to the use of simulations validates the impact simulations have on various forms of engagement, indicating that they increased students' emotional engagement with the topics being simulated (Schweber, 2003), drove interest in the curriculum and aspects of the world being simulated (Bredemeier & Greenblat, 1981;Dunleavy, Dede, & Mitchell, 2009;Ganzler, 2010;Gehlbach, 2011;Gehlbach et al, 2008;Ioannou, Brown, Hannafin, & Boyer, 2009), and generated greater interest in social studies as a whole (Ganzler, 2010;Gehlbach et al, 2008;Yukhymenko, 2011).…”

Section: Defining Simulationsmentioning

confidence: 97%

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Wright‐Maley¹

2015

Theory & Research in Social Education

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Section: Defining Simulationsmentioning

confidence: 97%

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Wright‐Maley¹

2015

Theory & Research in Social Education

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“…In many cases, these kinds of perspective taking can overlap since individuals are linked to structures in society: for example, one politically active student might be connected to a certain party with its system of thought. Yet, the individual perspective is more easily accessible and can be examined directly through interpersonal exchanges (Gehlbach, 2011;cf. Hess, 2009).…”

Section: Theoretical Framework: Academic Social Perspective Takingmentioning

confidence: 99%

Opening up the echo chamber: Perspective taking in social science education

Sandahl

2020

ADNO

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Abstract Public discourse is increasingly polarised when it comes to contemporary political and controversial issues. The debating climate has been described as an “echo chamber” where we tend to find arguments supporting our own established truths rather than having our horizons broadened. Consequently, the challenge of taking the perspectives of others can be seen in classrooms when political discussions and topics surface within social science education. Teaching offers important arenas for deliberation, but classrooms can be as homogeneous as online filter bubbles, particularly in highly segregated urban school settings. One way of challenging students’ one-sided views is to engage in, and practise, social perspective taking (SPT), a second-order concept engaging with different cultural and ideological understandings of political issues. This study examines two classroom interventions in an upper secondary school with the aim of contributing with empirical data about the components of SPT and how perspective taking can help students broaden their views on political issues. With a starting point in theory on SPT, students’ interactions and reflections in the classroom, collected in written students’ logs and follow-up interviews, are analysed. The results suggest that SPT segments can influence students’ understanding of standpoints other than their own and increase their engagement in class, but that contextualisation is specifically important in this process. Keywords: social science education, perspective taking, controversial issues Att öppna ekokammaren: Perspektivtagande i samhällskunskapsundervisningen Sammandrag Debattklimatet i samhället har kommit att bli allt mer polariserat och de politiska diskussionerna beskrivs som förda i ”ekokammare” där vi med likasinnade hittar argument för våra egna synsätt, särskilt i kontroversiella frågor. Svårigheterna att ta andra perspektiv än sina egna återfinns också i skolans undervisning, särskilt i ämnen som samhällskunskap där aktuella och politiska diskussioner sker. Undervisningen erbjuder här viktiga nycklar, inte minst att diskutera politiska och kontroversiella frågor i samtal, men klassrum kan vara lika homogena i sin sammansättning som filterbubblor i digitala miljöer. Ett sätt att utmana elevernas förgivettagande är att öva socialt perspektivtagande – ett tankeredskap där eleverna i undervisningen tränas på att förstå olika kulturella och ideologiska perspektiv på politiska frågor. Denna studie undersöker två klassrumsinterventioner i en gymnasieklass och syftar till att empiriskt undersöka aspekter av perspektivtagande och hur undervisningen kan formas för att öka elevernas förmåga att skifta perspektiv. Studien utgår från teori kring socialt perspektivtagande och undersöker klassrumsinteraktioner, elevers skrivna reflektioner och uppföljande fokusgruppsintervjuer. Studiens resultat visar att övningar som fokuserar på att skifta perspektiv ökar engagemanget i undervisningen och påverkar elevernas sätt att se på innehållet, men att kontextualisering är ett av de viktigaste inslagen i socialt perspektivtagande. Nyckelord: samhällskunskapsundervisning, perspektivtagande, kontroversiella frågor

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“…Simulations may also improve students' civic engagement outcomes by altering their beliefs and perceptions about the world, their role in it, and their sense of efficacy in terms of actively participating in it (Bredemeier & Greenblat, 1981;Ganzler, 2010;Gehlbach, 2011;Gehlbach et al, 2008;Ioannou et al, 2009;Yukhymenko, 2011). Niemi and Junn (1998) found that participation in social studies simulations among high school students led to more frequent discussion of current events and had significant positive effects on political attitudes, including trust and efficacy.…”

Section: Simulations and Civic Engagementmentioning

confidence: 99%

Political and International Affairs Simulations and Civic Engagement on Campus

Siegel-Stechler

Gee

2020

Preprint

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We use a pre/post survey comparison group design to assess the effectiveness of political simulations on student civic engagement. We find that participation in simulations is associated with an increase in both the number of activities in which students participate and the time they devote to these activities. This suggests an immediate and significant effect of classroom experiences on campus engagement.

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Making Social Studies Social: Engaging Students Through Different Forms of Social Perspective Taking

Cited by 23 publications

References 15 publications

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Opening up the echo chamber: Perspective taking in social science education

Political and International Affairs Simulations and Civic Engagement on Campus

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