Signature Pedagogy: A Literature Review of Social Studies and Technology Research

Beck, Dennis; Eno, Jenni

doi:10.1080/07380569.2012.658347

Cited by 38 publications

(26 citation statements)

References 40 publications

(56 reference statements)

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“…The more student-centered approach to instruction seen in the PACT components can be challenging for teachers to successfully incorporate in K-12 classrooms (Beck & Eno, 2012). Additional research on assisting teachers in gaining facility with and sustaining this type of instruction is warranted given the consistent findings of more traditional types of instruction (e.g., lecture, note taking) that have persisted in the social studies (Bolinger & Warren, 2007;Chiodo & Byford, 2004;Paxton, 1999;Swanson et al, in press).…”

Section: Implications and Future Researchmentioning

confidence: 99%

Promoting Acceleration of Comprehension and Content Through Text in High School Social Studies Classes

Wanzek

Swanson

Roberts

et al. 2014

Journal of Research on Educational Effectiveness

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The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the treatment. Students in the treatment condition performed significantly better than students in the typical instruction comparison condition on a measure of content acquisition at posttest (ES = 0.36), as well as 4 (ES = .22) and 12 (ES = .24) weeks following treatment. There were no differences between treatment and comparison groups on measures of social studies reading comprehension or more general reading comprehension.

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Section: Implications and Future Researchmentioning

confidence: 99%

Promoting Acceleration of Comprehension and Content Through Text in High School Social Studies Classes

Wanzek

Swanson

Roberts

et al. 2014

Journal of Research on Educational Effectiveness

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“…Öğretmenler, genel olarak ders kitaplarına dayalı sınıf deneyimleri sunmayı ve öğrencilerine olguları aktarmayı amaçlayan yaklaşımları tercih etmektedir. Şaşırtıcı olarak bazı araştırmacılar (örn., Beck, & Eno 2012;Vogler, & Virtue, 2007) birçok sosyal bilgiler öğretmeninin geleneksel öğretim yöntemlerinin toplu miktarda bilgiyi aktarmak için en iyi uygulamalar olduğunu savunduğunu belirtmişlerdir. Ancak Kember'e (1997) göre bu tür bir öğretimde odak nokta öğretmenin sahip olduğu ilkeler, kavramlar veya olguların aktarımıdır ve öğrencilerin üst-bilişsel düşünme stratejileri kullanımı veya okudukları bir olgu hakkındaki bilişsel süreç ve öznel deneyimleri ya da kavramsallaştırmaları dikkate alınmaz.…”

Section: Discussionunclassified

Günümüz Sınıflarında Sosyal Bilgilerin Öğretimi: Öğretmenlerin Yöntemleri ve Pedagojik Uygulamaları

Ilter¹

2018

Kuramsal Eğitimbilim

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The purpose of this study was to describe social studies teachers' teaching style by investigating the teaching methods and teaching practices that they preferred in their classrooms for their students within the context of social studies instruction. The design of the study was based on a survey research method. The participants consisted of 72 social studies teachers working in middle-schools in Kahramanmaraş province in Turkey. The data of the study were gathered through a 30-point Likert-type questionnaire. The data were analyzed using descriptive statistics. As a results, it was found that the majority of the teachers participating in this study adopted a traditional teaching approach within the context of social studies instruction. This was because they integrated the content-area topics and textual information with passive learning methods (i.e. the teacher lecturing from notes) in half or more of the course time. These teachers tended to focus on a teaching style that reflected the transfer of knowledge via the teacheroriented methods and activities rather than interactive, independently supported student-centered learning activities in the learning-teaching process.ÖZ: Bu araştırmanın amacı, tarama yöntemine dayanılarak sosyal bilgiler öğretmenlerinin sosyal bilgiler dersi öğretimi bağlamında öğrencileri için ne tür öğretim yöntemlerini ve uygulamaları tercih ettiklerini ortaya çıkararak onların öğretim ile ilgili tarzını tarif etmektir. Çalışmanın katılımcılarını Kahramanmaraş ili merkezine bağlı ortaokullarda görev yapan 72 sosyal bilgiler öğretmeni oluşturmaktadır. Araştırmanın verileri 30 maddelik Likert tipi bir anket aracılığıyla toplanmış ve elde edilen veriler tanımlayıcı istatistikler kullanılarak analiz edilmiştir. Elde edilen bulgularda öğretmenlerin çoğunluğunun derslerinde metinsel bilgi ve konuları ders zamanlarının yarısı veya daha fazlasında pasif öğrenme yöntemleri ile öğrencilerine kazandırdığı (öğretmen ağırlıklı ders anlatımları) dolayısıyla öğretimlerinde daha geleneksel bir öğretim anlayışını benimsediği tespit edilmiştir. Bu öğretmenler, genel olarak öğrenme-öğretme sürecinde etkileşimli veya bağımsız öğrenmeyi destekleyen öğrenci merkezli öğrenme yaklaşımları yerine öğretmen denetimi aracılığıyla bilgi geçişini yansıtan bir öğretim tarzına yönelme eğilimindedirler.Anahtar kelimeler: öğretim yöntemleri ve uygulamaları, sosyal bilgiler öğretimi, öğretim tarzı, geleneksel öğretim.

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“…Thus, many teachers have succumbed to relying on the teacher-centered methods of instruction as a means of dealing with the depth versus breadth debate ( Additionally, many social studies educators rely heavily on textbooks, which promote fact-driven instruction but often neglect skill acquisition (Caron, 2005;Levstick, 2008;Misco & Patterson, 2009;Russell & Waters, 2010). In fact, Beck and Eno (2012) state that "textbook readings, lectures, and the memorization of textbooks" (p. 70-71) are the primary pedagogical activities in the social studies profession. They go on to state that there is a "significant gap" (p.…”

Section: Secondary Social Studies Teachers' Pedagogical Methods Of Inmentioning

confidence: 99%

“…Furthermore, Beck and Eno (2012) assert that "…student-centered learning, particularly in the form of inquiry, leads to a much deeper, authentic understanding of social studies issues [and content]" (p. 84).…”

Section: Secondary Social Studies Teachers' Pedagogical Methods Of Inmentioning

confidence: 99%

Secondary Social Studies Teachers’ Time Commitment when Addressing the Common Core State Standards

Kenna¹,

Russell²

2015

JSSER

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In 2010 the Common Core State Standards (CCSS) were officially released in America for mathematics and English language arts and soon adopted by 45 of the 50 states. However, within the English langue arts domain there were standards intended for secondary social studies teachers under the title, Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Moreover, the CCSS have been advertised as being able to transform the way teachers teach. That is, social studies teachers are expected to alter their instructional practices as a direct result of the implementation of the CCSS. Therefore, this study examined, using a self-reporting survey, whether the instructional practices of secondary social studies teachers in one Southeastern state had been "transformed" by the CCSS.

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Signature Pedagogy: A Literature Review of Social Studies and Technology Research

Cited by 38 publications

References 40 publications

Promoting Acceleration of Comprehension and Content Through Text in High School Social Studies Classes

Promoting Acceleration of Comprehension and Content Through Text in High School Social Studies Classes

Günümüz Sınıflarında Sosyal Bilgilerin Öğretimi: Öğretmenlerin Yöntemleri ve Pedagojik Uygulamaları

Secondary Social Studies Teachers’ Time Commitment when Addressing the Common Core State Standards

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