Powerful Social Studies Unit Design: A Companion to Powerful Social Studies Teaching and Learning

Misco, Thomas

doi:10.1080/00098655.2014.938598

Cited by 8 publications

(5 citation statements)

References 50 publications

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“…As suggested by Mary and Oscar, participants from this study, teachers can incorporate global themes as well as current issues by developing indepth thematic units that begin with contemporary issues (Barton & Smith, 2000;Jewett, 2007;Misco, 2014;Shiveley, 2014). Incorporating contemporary occurrences within the social studies curriculum through thematic teaching allows students to cognitively establish a more systematic and nuanced understanding of history as well as use their understanding of the past to act for common good in the present (Brooks, 2014).…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

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This qualitative study examines the perceptions that Latino students have of middle school social studies. Twelve Latino/a middle school students provided written narratives recounting their experiences in social studies and participated in two semi-structured phenomenological interviews. Findings indicate that social studies teachers rely heavily upon "banking" pedagogy and the curriculum lacks cultural diversity. Students also perceived social studies as the ideal subject area in middle school to engage in global learning opportunities as well as discussion about current events. Latino/a students' experiences and subsequent perceptions of middle school social studies are consistent with theory and research pertaining to adolescent identity, cognitive, and psychosocial development. Findings from this investigation add to the extant canon of literature on students' perceptions of social studies and further emphasize the significance of social studies in meeting the needs of 21st century diverse learners. Lastly, the authors offer suggestions for practice and issue a call for research in the field of social studies education that is middle-level specific with implications as to how culturally responsive social studies fosters identity and psychosocial adolescent development for culturally and ethnically diverse students.

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Section: Discussion and Implications For Practicementioning

confidence: 99%

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Busey

Russell

2016

RMLE Online

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“…Öğrenciler sosyal bilgiler dersini sıkıcı bulmakta ve derse katılım göstermemektedirler (Chiodo ve Byford, 2004). Bunun yanı sıra sosyal bilgiler dersinin ekonomi gibi belirli öğrenmelere katkıda bulunması beklenirken, bu katkısının yetersiz olduğu saptanmıştır (Boddy ve Tocco, 1974 Ulusal Sosyal Bilgiler Birliği (NCSS), sosyal bilgiler derslerinde normatif ve ahlaki konuların ihmal edildiğini bildirmiştir (Misco, 2014). Bu nedenle birlik tarafından Güçlü Sosyal Bilgiler Öğretimi ve Öğrenimi Projesi (PSST&L) başlatılmıştır.…”

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“…Bu nedenle birlik tarafından Güçlü Sosyal Bilgiler Öğretimi ve Öğrenimi Projesi (PSST&L) başlatılmıştır. Bu projede sosyal bilgiler derslerinin konuya dayalı ve problem çözme becerilerini geliştirecek şekilde tasarlanması hedeflenmiştir (Misco, 2014). Bu kapsamda sosyal bilgiler öğretmenlerinin programı ve (yeni) öğretim materyallerini birbirine uyumlu hale getirmesi gerekmektedir.…”

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Comic Books Use in Social Studies Lesson: Texas History

İlhan

Oruç

2019

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Çizgi romanlar sadece bir okuma metni değil aynı zamanda çeşitli dersler için faydalı bir eğitsel kaynaktır. Buna dayalı olarak çalışmanın amacı çizgi roman kullanımının ortaokul öğrencilerinin sosyal bilgiler dersindeki başarı ve motivasyonlarını incelemektir. Yarı-deneysel araştırma modelinin kullanıldığı çalışmada 19 öğrenci deney grubunda, 20 öğrenci ise kontrol grubunda yer almıştır. Veriler başarı testi ve motivasyon ölçeği kullanılarak toplanmıştır. 2015-2016 yılı eğitim döneminde yapılan çalışma üç hafta sürmüştür. Elde edilen bulgulardan çıkan sonuçlara göre çizgi romanların kullanıldığı grup, geleneksel yaklaşım ile öğretim yapılan gruba göre daha yüksek başarı elde etmiş ve motivasyonlarının daha çok arttığı belirlenmiştir.

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“…The idea of powerful social studies teaching is central to this research. The construct of powerful social studies teaching and learning, as explained by NCSS, has been in our field since 1994 and some work exists that has considered powerful social studies teaching specifically within a methods course (McCall, 2010;McCall et al, 2008;Misco, 2014;Ritter, 2012). These authors provided varied examples of how they taught social studies methods to support their preservice teachers in learning to teach in powerful ways.…”

Section: Literature Reviewmentioning

confidence: 99%

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

Crowe

Mooney

Hawley

2018

SSRP

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Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

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Powerful Social Studies Unit Design: A Companion to Powerful Social Studies Teaching and Learning

Cited by 8 publications

References 50 publications

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

“We Want to Learn”: Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy

Comic Books Use in Social Studies Lesson: Texas History

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

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