Instructional coaching is increasingly regarded as an essential feature of professional development, but no research exists on content-specific instructional coaching for history teachers. The study ...examines data from a coaching program in which history teacher leaders served as novice coaches for their colleagues. We found that coached teachers, as a whole, improved in discussion facilitation. Case analysis of two successful and two less successful coach–teacher pairings revealed that successful coaches were more likely to focus on eliciting students’ argumentative discourse whereas less successful coach planning sessions focused on discrete historical content knowledge and the disciplinary heuristics of historical thinking. It appears that coaching that emphasized a conceptual redirection toward inquiry and a pedagogical toolkit for fostering student discourse was more closely tied to growth in discussion facilitation and opportunities for student historical reasoning than a coaching approach more narrowly focused on historical concepts.
This study aims to identify the metaphors created by social studies teachers for technology-supported instruction in social studies education. The study is conducted using the qualitative research ...design of “phenomenology”. The study group consists of a purposive sample of 156 social studies teachers working in schools affiliated with the Ministry of National Education in different regions of Turkey. The metaphors of social studies teachers regarding the use of technology in social studies education were collected through an online survey form. To reveal teachers’ metaphors for technology-supported instruction in social studies education, statements such as “According to me, technology-supported instruction in social studies education is like. because.” were used. Content analysis was used for data analysis in the research. Social studies teachers produced 50 metaphors related to technology use. These metaphors were categorized based on their common characteristics. The metaphors created by social studies teachers were visualized using figures and tables, categorized, and explained with quotations from participants’ justifications. The most frequently used category of metaphors related to technology-supported instruction in social studies education is the technology category, with 19 metaphors. It was concluded that social studies teachers generally have positive perceptions regarding technology-supported instruction.
Objectives. In recent years, political scientists have found that civic education improves the democratic capacity of students, yet little research has been done to date on how and why civic ...education works when it does. In this study, we go inside the classroom to explore how teachers teach civics to find out what works best at preparing young people for responsible, democratic citizenship. Methods. Using a survey of American students, principals, and teachers, we examine the varied instructional methods being employed by social studies teachers in ninth-grade classrooms across the country to determine which methods and which combinations of methods do the best job of enhancing students' democratic capacity defined as their political knowledge, political efficacy, and intent to vote. Results. Our results suggest that there are four broad teaching approaches employed by social studies teachers: traditional teaching, active learning, video teaching, and maintenance of an open classroom climate. Teachers may employ some combination of these approaches. The analysis indicates that approaches that foster an open classroom climate (encouraging student input) in combination with the others tend to be the most fruitful across the board. While any combination including an open classroom climate maximizes benefit, traditional teaching (i.e., use of methods including textbook reading, worksheets, memorization, and so forth) combined with an open classroom climate seems to do the best. Also, the results suggest that the combinations that work best for stimulating internal efficacy vary greatly from those stimulating the other citizenship outcomes. Conclusions. Taken together, our results suggest that fostering an open classroom climate when teaching civics is the surest way to improve the democratic capacity of Americas youth. Further, teachers should be attentive to the instructional tradeoffs necessary to creating student capacities for both active and informed citizenship.
Argumentation-based inquiry is a form of higher-order thinking that fosters conceptual understanding, critical thinking, and reasoning on social issues. This study aimed to construct an ...argumentation-based inquiry model in social studies for elementary schools. The study applied the argumentation-based inquiry model to investigate controversial issues in a sixth-grade social studies class in northern Taiwan over the course of one year through action research. There were four stages - plan, act, observe, and reflect in the cyclical action research twice to develop and modify the model. Multiple methods of data collection including document analysis, participant observation, and interview methods were applied. The findings of this study are as follows: (1) In the initial phase, teaching essential parts of argument as the claim, evidence, and reasoning would facilitate students to learn the argumentation. (2) Arguments/counterarguments would be adopted as scaffolding strategies for dialectical thinking of the co
Este volumen puede considerarse como un estado de la cuestión del campo de la sociología del consumo en España. En él participan algunos de los investigadores más reconocidos de todas las franjas ...generacionales desde los más reputados y consolidados hasta los/as más jóvenes. Esta apertura en la selección de voces también se refleja en el propio contenido del volumen. Los compiladores sostienen que la pluralidad o fragmentación de un objeto de investigación como el consumo en las sociedades contemporáneas requiere una aproximación plural desde el punto de vista epistemológico y metodológico. Así pues, el volumen recoge una amplia muestra de los paradigmas teóricos presentes en la sociología del consumo, así como de las aproximaciones metodológicas.
Multicultural education is an educational approach that is guided by cultural components and is based on cultural diversity. Students are expected to gain skills and values in the education process ...with the social studies course, such as accepting cultural diversity, respecting human rights, and assessing different perspectives and ideas, all of which are crucial in multicultural education. From this perspective, it is clear that this notion of education is intertwined with the social studies course. Integrating a multicultural education approach into the social studies curriculum and textbooks is viewed as critical. This paper aims to determine the status of the multicultural education approach in both social studies curriculum and textbooks. The study employed the document analysis approach, which is one of the qualitative research methodologies. As data sources, the research used the 2018 social studies course curriculum as well as social studies textbooks for 4th, 5th, 6th, and 7th grade. The paper attempted to establish the status of how multicultural education is included in the curriculum and social studies textbooks. The results of the study demonstrate that the multicultural education approach is represented in the curriculum, that the multicultural education approach in textbook texts is consistent with acquisitions, but that the activities are lacking.
In this essay, we explore how sustainability is embodied in the Next Generation Science Standards (NGSS), analyzing how the NGSS explicitly define and implicitly characterize sustainability. We ...identify three themes (universalism, scientism, and technocentrism) that are common in scientific discourse around sustainability and show how they appear in the NGSS. Taken together, these themes evoke a technology-centered perspective called ecological modernization that defines sustainability as a set of global problems affecting all humans equally and solvable through the application of science and technology. We argue that students who are taught to think about sustainability from this perspective will be less able to see its ethical and political dimensions and less prepared for the political realities of a pluralist, democratic society that must balance the needs of multiple groups and integrate science with other sources of knowledge to develop contextualized responses to sustainability challenges. One compelling alternative is a systematic collaboration between science educators and social studies educators, in which the complementary pedagogical strengths of both fields are combined to provide realistic and powerful preparation for future sustainability challenges.
Concepts, which are the basic building blocks of knowledge, play an important role in history education. This study was conducted to reveal the perceptions and misconceptions of social studies ...teacher candidates about historical concepts. The study was carried out using qualitative research method. Purposeful sampling method was used for selecting the research participants. Equal numbers of female and male Social Studies teacher candidates studying at a state university were selected as research participants in the study. A semi-structured interview form was used to reveal the participants’ perceptions about the concepts under scrutiny. Descriptive data analysis technique was used to analyze the collected research data. As a result of the data analysis, it was found that the pre-service teachers had difficulty in giving scientific definitions of the historical concepts examined in the study, and they defined the concepts on the basis of the connotations and analogies in their minds. It was also found that most of the pre-service teachers could not fully define the concepts, and they experienced confusion and misconceptions about some historical concepts. The reasons for their misconceptions are attributable to their incomplete and incorrect knowledge about concepts or their inability to associate the concepts with each other within the context of the relevant subject learned.
For decades, scholarship on preservice social studies teacher education in the United States has grappled with the unsystematic nature of research in this field. Given the broad and enduring attempt ...to overcome these divisions, however, it is noteworthy that there has not been a recent attempt to systematically categorize those divisions. This literature review analyzes 139 articles published between 2009 and 2019 through the lens of the divisions between "traditional," "disciplinary," and "critical" strands of social studies research on teacher education. Results indicate that disciplinary and critical strands dominate the contemporary literature and provide two distinct research agendas for understanding the development of new social studies teachers. Reconsidering social studies teacher education as a field containing two divergent systems, this review maps the fault lines defining the field and explores how it might respond to those divisions in ways that are meaningful for researchers, students, and practitioners.
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