Social Studies for the Twenty-First Century

Zevin, Jack

doi:10.4324/9780203936818

Cited by 7 publications

(5 citation statements)

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“…In the end, the goals of the learning process in the classroom are to make students to have basic skills for logical and critical thinking, curiosity, inquiry, and problem solving as well as social skills for them to live in their surrounding environment [7]. Critical thinking skill is one of the four skills that students need to have in this 21st century education, in addition to communicative skill, collaborative skill, and creativity [8]. Besides, this higher-order thinking skill is required in facing various challenges that get more complex in the 21st century.…”

Section: Hypothesis Testingmentioning

confidence: 99%

The Effect of Round Table Cooperative Learning Model and Learning Motivation On Students’ Critical Thinking Skills

Suryani¹,

Nurfadilah²,

Setiawan³

et al. 2021

Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020

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As reflected in students' scores in the preliminary study, students' critical thinking skills are proved to be in the low-level. Hence, this study aims to identify; 1) the differences on the level of critical thinking skills between students who were taught by using Round Table and lecture method; 2) the differences on the level of critical thinking skills between students who have high, moderate, and low learning motivation; and 3) the effect of the interaction between Round Table learning model and students' learning motivation on students' critical thinking skills. This quasi-experimental study applied a "two-factors between subject" design and involved 35 students of class X IPS 3 of SMA Negeri 1 Cilimus as control class and 35 students of X IPS 4 as experimental class. As results, it was found that: 1) there is a difference on the level of critical thinking skills between students who were taught by using Round Table and lecture method; 2) there is a difference on the level of critical thinking skills between students who have high, moderate, and low learning motivation; and 3) there is no effect of the interaction between Round Table learning model and students' learning motivation on students' critical thinking skills.

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Section: Hypothesis Testingmentioning

confidence: 99%

The Effect of Round Table Cooperative Learning Model and Learning Motivation On Students’ Critical Thinking Skills

Suryani¹,

Nurfadilah²,

Setiawan³

et al. 2021

Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020

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“…Social studies is amorphous to define and its roles are varied. Scholars advance it as: the integration of the social sciences and humanities to promote civic competence (Griffith & Barth, 2006;National Council Social Studies, 1994); citizenship education (Ross, 2001;2006;Thornton, 2008;Zevin, 2007); democratic social interaction (Bickmore, 2008); and citizens' preparation for positive participation in contemporary society (Seepersad & Beddoe, 1976). It is in the latter vein that Dr. Eric Williams, the then Prime Minister of Trinidad and Tobago, sanctioned civics (the forerunner of social studies) as the discipline to prepare the citizens for transition from colonialism to independence (Williams, 1955).…”

Section: Social Studiesmentioning

confidence: 99%

Differences Among Self-Esteem in a Nationally Representative Sample of 15-17-Year-Old Omani Adolescents

Zayed¹,

Jeyaseelan²,

Al‐Adawi³

et al. 2019

JPR

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This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers' belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and Tobago. Purposive sampling resulted in 39 pre-service social studies teachers (Years 2 to 4) who were exposed to a methodology course in a social studies specialisation programme and nine social studies lecturers, at the University of Trinidad and Tobago. The study is located in the mixed methods paradigm, with a quan/QUAL design. This paper represents discussions and findings from two questionnaires and four focus groups analysed through the IBM SPSS Statistics 22 software for the quantitative analysis and content and micro-interlocutor analyses for the qualitative analysis. The findings show that pre-service teachers believe they have the competencies to teach socially sensitive issues; yet they had not obtained these from the designated methodology course. Further that both contextual and personal factors affect the teaching of socially sensitive issues. Six themes, with accompanying competencies emerge from the data and frame affective teaching of socially sensitive issues. Arising out of the findings, the author developed a competency-based framework that has implications for curriculum development and transformational pedagogy.

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“…Sosyal Bilgiler, genelde, dünya insanlarının tarihleri, kültürleri ve etkileşimlerini disiplinler arası yaklaşımla konu edinmektedir (Wade, 2007;Duplass, 2007). Zevin (2007), "tarih, vatandaşlık, psikoloji, sosyoloji gibi farklı sosyal bilimler, sosyal bilgilerin amaçlarını belirlemede, öğrenme ortamları düzenlenmede farklı bir kalp atışı verir" diyerek, Sosyal Bilgilerin içinde sosyal bilim disiplinlerinin yerine dikkat çekmiştir (Deveci ve Bayır, 2011: 10).…”

Section: Gđrđşunclassified

Sosyal Bi̇lgi̇ler Dersi̇nde, Sosyoloji̇ Eği̇ti̇mi̇ne İli̇şki̇n Yer Alan Konulara Yöneli̇k Öğretmen Algilari

Yildiz

Koçoğlu

2015

Elektronik Sosyal Bilimler Dergisi

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ÖzSosyal Bilgiler, içerisinde birbirinden farklı disiplinlere ilişkin kazanımları barındıran, geniş alan tasarımı ile hazırlanmış bir programda yer alan kazanımları öğrenciye aktarmayı amaçlayan ve bunları, öğrencinin gelişim seviyesini, hazır bulunuşluk düzeyini dikkate alarak aktaran bir derstir. Bu farklı kazanımlar, Sosyal Bilgilerin birçok disiplinle sürekli etkileşim içerisinde olmasının sonucudur. Sosyal Bilgilerin bu süreçte, etkileşim halinde olduğu disiplinlerden biri de Sosyolojidir. Sosyoloji disiplinine ilişkin kazanımlara sosyal bilgiler dersi programlarında yer verilmektedir. Bu çalışmanın amacı, Sosyal Bilgiler dersinde yer alan Sosyoloji eğitimine ilişkin konuların, Sosyal Bilgiler öğretmenlerinin görüşleri doğrultusunda değerlendirilmesidir. Sosyal Bilgiler öğretmenlerinin görüşleri doğrultusunda, Sosyal Bilgiler dersinde Sosyoloji eğitimine ilişkin yer alan konuların değerlendirilmesi, çalışmanın temelini oluşturmaktadır.Çalışmada nitel araştırma yöntemi kullanılmıştır. Çalışma sonucunda elde edilen veriler içerik ve betimsel analiz teknikleri ile analiz edilip, elde edilen veriler sayısallaştırılarak sunulmuştur. Sosyoloji eğitimine ilişkin Sosyal Bilgiler dersinde yer alan konuların değerlendirilmesine yönelik olan bu çalışmada, Sosyal Bilgiler öğretmenlerinin görüşleri, dört maddelik yapılandırılmış görüşme formuyla belirlenmiştir. Görüşme formunda yer alan açık uçlu sorular, uzman görüşü alınarak hazırlanmıştır. Çalışmada elde edilen bulgulardan hareketle, Sosyal Bilgiler öğretmenlerinin Sosyal Bilgiler dersinde Sosyoloji eğitimine ilişkin olarak yer verilen konuların dağılımına, bu konuların öğretiminde kullanılan strateji, yöntem ve tekniklere ilişkin olarak farklılaştıkları belirlenmiştir.Anahtar Kelimeler: Sosyal Bilgiler, Sosyoloji, Eğitim, Öğretmen, Algı. AbstractSocial studies is a course that contains acquisitions related to different disciplines and gains in a prepared program with its wide field design, also taking into account the readiness development level of students while conveying information to them. These different acquisitions are a result of being in constant interaction with many social sciences disciplines. Acquisitions that are related sociology are included in social studies programs because sociology is one of the disciplines which social studies are constantly in a relationship with. The aim of this study is the evaluation of the matters related to sociology of education which is contained social studies programs in the direction of social sciences teachers' views. The evaluation of issues related to sociology education in social studies programs in the direction of social sciences teachers' views constitute the basis of study.

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Social Studies for the Twenty-First Century

Cited by 7 publications

References 0 publications

The Effect of Round Table Cooperative Learning Model and Learning Motivation On Students’ Critical Thinking Skills

The Effect of Round Table Cooperative Learning Model and Learning Motivation On Students’ Critical Thinking Skills

Differences Among Self-Esteem in a Nationally Representative Sample of 15-17-Year-Old Omani Adolescents

Sosyal Bi̇lgi̇ler Dersi̇nde, Sosyoloji̇ Eği̇ti̇mi̇ne İli̇şki̇n Yer Alan Konulara Yöneli̇k Öğretmen Algilari

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