The Role and Importance of Social Studies in The Education of Gifted Students

Çal, Ülkü Tuğçe; Demirkaya, Hilmi

doi:10.7596/taksad.v9i2.2344

Cited by 6 publications

(2 citation statements)

References 2 publications

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“…In this context, a social work specialist is seen as a resource for dealing with issues about the individual and the environment, a source of real change, a carrier of activity that organizes people, associations, and institutions, and a rebuilder of some social ties (Abulhul, 2021;Afomachukwu, 2021;Kam, 2020;Saxena & Chandrapal, 2022). In this regard, the role of social education as a creative and stabilizing potential for the development of social states is increasing, requiring new research methods as well as the strengthening of cultural and intellectual functions (Aksoy & Ablak, 2019;Çal & Demirkaya, 2020;Fallah, Mohabbati-Kalejahi, Alavi, & Zahed, 2022). Social educators must understand the questions and problems directly related to multi-level tasks in this professional area from the principles and normative foundations of the organization of the social support system as a whole, the technologies for managing the social service, and their li nks to the methods of managing interaction with client systems and self-management techniques (Cabiati, 2016;Darling-Hammond, Flook, Cook-Harvey, Barron, & Osher, 2019;Dawadi, Shrestha, & Giri, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Formation of professional competence for future social educators based on an integrated approach

Utegenova,

Sholpankulova,

Shavaliyeva

et al. 2023

JEELR

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The objective of this study is to assess the efficacy of a comprehensive strategy for developing the professional abilities of social educators. Additionally, it seeks to identify the problems encountered by high schools in this regard and examine the process of cultivating professional competencies. The research comprised a sample of 253 individuals from L. Gumilyov Eurasian National University, located in Astana, Kazakhsta. The study compares the diagnostic results on a quantitative and qualitative level. The assessment standards of Fisher and the descriptive statistics were acquired. The study's data was gathered by requesting questions from teachers and students, testing, interviews, and evaluations from experts who fit this profile. The findings indicated that future social educators will have problems with their lack of high-level professional competence. Additionally, the majority of employers have requirements that are related to how well students develop their skills as well as their motivation to engage in extracurricular activities, work on themselves, and engage in future professional endeavors. The study revealed that employing an integrated strategy for the training of prospective social teachers yielded the most significant impact on the development of their professional abilities. The study's findings can be used to improve vocational training for social educators.

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Section: Literature Reviewmentioning

confidence: 99%

Formation of professional competence for future social educators based on an integrated approach

Utegenova,

Sholpankulova,

Shavaliyeva

et al. 2023

JEELR

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“…Social science is a discipline that provides knowledge, skills, and attitude among learners amid social issues [1]. Moreover, this plays a significant role in inculcating the information, skills, conduct, and human values to make them responsible constituents who understand their rights and civic duties [2].…”

Section: Introductionmentioning

confidence: 99%

Students' Motivation and Perception in Learning Social Science Using Distance Learning Modality during COVID-19- Pandemic

Beboso¹,

Bual

2022

AJESS

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Aims: This paper assessed the motivation and perception of Grade 12 public school students in learning social science during the pandemic. It also investigated the difference in their motivation and perception. Study Design: Descriptive-comparative design. Place and Duration of Study: School Division of a Component City in Northern Negros Occidental, between January 2021 to July 2022. Methodology: The study utilized the descriptive-comparative design. The study was assessed by 436 stratified randomly sampled students. The assessments were gathered using the modified motivation and perception questionnaires. In analyzing the data, mean, standard deviation, Mann Whitney, and Kruskal Wallis were employed. Results: Generally, the motivation (M=3.83, SD= 0.67) shows an agreeable result. The extrinsic goal orientation (M=4.15, SD= 0.88) is rated highest with an agreeable result, and social engagement (M=3.46, SD= 0.92) is the lowest with a neutral result. Meanwhile, they have agreeable perceptions (M=3.69, SD= 0.65) with perceived value (M=3.79, SD= 0.79) as highest and perceived teachers' attitude (M=3.46, SD= 0.89) as lowest. Moreover, there was no difference in their motivation when group according to sex [U=21954.5, p=0.721] and track [U=22104.0, p=0.875]. While a significant difference in academic performance [χ2(4)=53.069, p=0.000]. In terms of perception, it found no difference when grouped according to sex [U=22309.0, p=0.771] and track [U=22163.0, p=0.912]. While a significant difference in academic performance [χ2(4)=32.042, p=0.000]. Conclusion: The study implies the need to address students' motivation and perception issues to ensure their quality learning of social science.

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