It is known that oral history studies have a positive effect on students' learning, skills, attitudes, and motivations. In this direction, it has an important place in the context of student-centered ...constructivist practices in teaching different subjects in social studies courses. Social studies teachers should have sufficient knowledge and skills about oral history to carry out effective studies in their classes. Hence, the training of teachers in this context during their undergraduate period is of great importance. This study aims to share the experiences of oral history studies conducted by prospective teachers attending the department of social studies education at a state university in Türkiye. Within the scope, the prospective teachers' oral history studies under the lecturer's guidance were examined and evaluated by considering the determined criteria. By making inferences and sharing experiences about this process, it was thought that researchers, teacher educators, and teachers could be given an idea about the issues that should be considered in the oral history practices in teaching. The data collection methods of this research which was realized in the case study design, were observation, document examination, and interview. Content and descriptive analysis methods were used in the analysis of the data. As a result, it was determined that prospective teachers had difficulties in some stages of oral history research and at the same time, they achieved significant gains. Based on the experience gained from the research, some suggestions were made to improve similar studies and classroom practices.
This article develops an ontological approach to study meditation in practice. Recognizing that social studies of meditation are dominated by critical and humanist standpoints, it suggests that the ...politics of meditation should not be indexed to hegemonic social forces – capitalism, neoliberalism, medicalization – but to what it can do to bodies, selves and environments through particular performances and engagements with non-humans. In order to develop this argument, the article delves into two popular practices of meditation – Vipassana, in the tradition of S. N. Goenka, and Mindfulness, according to the teachings of Thich Nhat Hanh. The empirical data stem from fieldwork carried out between 2010 and 2013 in France, Portugal and the United Kingdom. Twenty-four semi-structured interviews were conducted with meditators, as well as participant observation at meditation retreats and local practice groups. The article explores how these two articulations of Vipassana and Mindfulness allow practitioners to reconfigure how they perform their bodies and selves, leaning towards versions of subjectivity that contrast with paradigmatic versions of the modern self. It suggests that the ontological politics of meditation are multiple, involving a wide range of performances, effects and arrangements, requiring social scientists to take into account how meditation unfolds in practice in order to avoid totalizing generalizations.
Classroom discussion constitutes a unique opportunity for student deliberation and is often believed to be a desirable attribute of Social Science teaching. Yet, despite its potential, large scale ...observational research on discussion in Nordic classrooms is scarce. To address this shortcoming, the present study investigated the prevalence and contexts of classroom discussion in a Nordic sample of 375 teaching segments (each lasting 15 min). The sample was gathered through video observations, and discussion was measured by an element from the Protocol for Language Arts Teaching Observations. Discussion was present in 39.2% of the investigated segments but was very unequally distributed across classes. While this study found classroom discussion to be most likely during small group work, in the middle of a 45-min lesson, and in schools with high achieving students, more research is needed to determine the sources of inequality in social science students’ opportunities for classroom deliberation.
This article describes a qualitative content analysis of 37 elementary examples of social studies Inquiry Design Models (C3 Teachers, 2023a), conducted with the purpose of identifying the core ...student skills necessary to successfully engage in these inquiries. Prior research identifies core inquiry teaching skills for teachers across content areas and grade bands, but there has been little research on the demands placed on elementary students in social studies inquiry. In this study, we identify 33 broad skills, each of which are observable and teachable. Four of these skills occurred in high frequency: generation of new ideas (n = 152), writing process (n = 110), linking evidence with claims (n = 65), and discussion (n = 63). These most frequently occurring skills all required higher-level and/or critical thinking. Implications for preservice and in-service teacher education are discussed.
In this study, we investigate how a third-grade teacher enacted controversial issues discussion about the use of Indigenous people as sports mascots. We highlight how the teacher supported eight ...students' sensemaking about the issue during small-group instruction. We provide suggestions for controversial issues teaching in elementary social studies.
This book, edited by experienced scholars in the field, brings together a diverse array of educators to showcase lessons, activities, and instructional strategies that advance inquiry-oriented global ...learning. Directly aligned to the College, Career, and Civic Life (C3) Framework for Social Studies State Standard, this work highlights ways in which global learning can seamlessly be interwoven into the disciplines of history, economics, geography, civics, psychology, sociology, and anthropology. Recently adopted by the National Council for the Social Studies, the nation's largest professional organization of history and social studies teachers, the C3 Framework prioritizes inquiry-oriented learning experiences across the social studies disciplines in order to advance critical thinking, problem solving, and participatory skills for engaged citizenship.
This research aims to reduce boredom and improve critical thinking skills in the learning process. To reduce student boredom studying with printed modules. This type of research is development ...research using the ADDIE model to develop products. Data collection methods use questionnaire methods, learning outcomes tests, observations. Data analysis was carried out using qualitative analysis techniques and quantitative analysis techniques. The subjects of this research involved 12 fourth grade elementary school students. Media Validation based on 3 experts consisting of 2 lecturers and 1 social studies subject teacher with assessment results on 3 aspects, namely the material suitability aspect 4.16 categorized as valid, the material presentation aspect 4.33 categorized as very valid, the media design aspect 4.33 categorized very valid and limited field trials which concluded suggestions and improvements to learning media from students, and general field trials obtained a score of 4.32 which was categorized as very valid. Based on data analysis from the validation results obtained, it can be concluded that the Flippbook e-module learning media is suitable for use as a learning media for social studies learning content in grade IV elementary schools. The implication of this research is that the use of flippbook e-module learning media certainly has a positive impact on students and helps teachers in utilizing technology in designing IT-based learning media.
En la formación del profesorado de historia, geografía y ciencias sociales en Chile se advierten algunas debilidades, como el predominio disciplinar, la falta de articulación entre la teoría y la ...práctica y de desarrollo del pensamiento histórico. La pregunta de investigación que se plantea es ¿qué elementos del pensamiento histórico incorporan las y los profesores en formación, cuando piensan la enseñanza de la historia? La metodología es mixta y el diseño un estudio de casos múltiples. La muestra la conforman 69 estudiantes de cinco universidades en Chile. La recogida de información se llevó a cabo con narrativas y el análisis a través de estadística descriptiva utilizando SPSS y análisis de contenido y categorial utilizando Atlas-ti 9.0. Los resultados indican que los estudiantes utilizan fuentes para extracción literal de información; las narrativas son descriptivas y carecen de problematización y preguntas históricas; y la historia se presenta como una verdad acabada
Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of ...reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through content acquisition. We conducted a randomized control trial to examine the efficacy of a content acquisition and reading comprehension intervention implemented in eighth-grade social studies classrooms with English language learners. Using a within-teacher design, in which 18 eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers taught the same instructional content to treatment and comparison classes, but the treatment classes used instructional practices that included comprehension canopy, essential words, knowledge acquisition, and team-based learning. Students in the treatment group (n = 845) outperformed students in the comparison group (n = 784) on measures of content knowledge acquisition and content reading comprehension but not general reading comprehension. Both ELs and non-ELs who received the treatment outperformed those assigned to the BAU comparison condition on measures of content knowledge acquisition (ES = 0.40) and content-related reading comprehension (ES = 0.20). In addition, the proportion of English language learners in classes moderated outcomes for content knowledge acquisition.
Geographies of Children, Youth and Families is flourishing, but its founding conceptions require critical reflection. This paper considers one key conceptual orthodoxy: the notion that children are ...competent social actors. In a field founded upon liberal notions of agency, we identify a conceptual elision between the benefits of studying agency and the beneficial nature of agency. Embracing post-structuralist feminist challenges, we propose a politically-progressive conceptual framework centred on embodied human agency which emerges within power. We contend this can be achieved though intensive/extensive analyses of space, and a focus on ‘biosocial beings and becomings' within dynamic notions of individual/intergenerational time.
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