JSSE - Journal of Social Science Education最新文献

{"title":"The Beutelsbach Consensus","authors":"S. Reinhardt","doi":"10.2390/JSSE-V15-I2-1523","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I2-1523","url":null,"abstract":"In 2016 there is an important anniversary coming up: The Beutelsbach consensus will have its 40th birthday. This consensus is of vital significance for the German dispute and discussion on teaching civics. Therefore we want to comment on how it was generated and how big its importance still is.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123925742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Real-World Engagement with Controversial Issues in History and Social Studies: Teaching for Transformative Experiences and Conceptual Change.","authors":"M. D. Alongi, Benjamin C. Heddy, G. Sinatra","doi":"10.2390/JSSE-V15-I2-1479","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I2-1479","url":null,"abstract":"Controversial issues have been established within the larger framework of civic education as an effective pedagogical approach to developing critical thinking in the classroom, preparing students with intellectual habits necessary for participation in scholarship, civic life and democracy. In this study, we found that a pedagogical intervention, Teaching for Transformative Experience in History, in some cases led to significantly higher engagement with political concepts beyond the classroom, and in other cases, the intervention led to significantly improved conceptual change. The study addresses some of the challenges presented by the research on civic education, providing a potential framework for developing pedagogical practice in history and social studies education that grounds a participatory, meaning-making process in curriculum design and assessment framed by controversial issues.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115767227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“...not simply say that they are all Nazis.” Controversy in Discussions of Current Topics in German Civics Classes","authors":"David Jahr, Christopher Hempel, Marcus Heinz","doi":"10.2390/JSSE-V15-I2-1481","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I2-1481","url":null,"abstract":"Studies have shown that the Requirement of Controversy defined in the German Beutelsbach Consensus is repeatedly violated in the practice of teaching Civic Education. However, little is known about the impact that different teaching settings have on the quality of controversy in the classroom. In this article, two scenes of classroom discussions that deal with current topics are analysed and compared by using reconstructive research methods: the ‘Numbers of the Day’ [Zahlen des Tages] as a teacher-centred classroom discussion and the ‘Weekly Newsreel’ [Wochenschau] as a student-led classroom discussion. We could reconstruct an active prevention of controversy in the ‘Numbers of the Day’. In contrary, the discussion in the ‘Weekly Newsreel’ is developing in a modus of disagreement. By analysing the discussion with the documentary method, we show that this controversy is based on homogeneous (and so non-controversial) shared orientations among the students. This leads to the result that the foreground of a discussion should be distinguished from its background of milieu-based orientations. This outcome raises new questions regarding controversy in Civic Education classrooms. Empirische Studien haben gezeigt, dass es im Politikunterricht regelmasig zu Verletzungen des im Beutelsbacher Konsens verankerten Kontroversitatsgebots kommt. Wenig ist hingegen daruber bekannt, wie sich bestimmte didaktisch-methodische Settings auf Ausmas und Formen der Kontroversitat im Unterricht auswirken. Im vorliegenden Artikel werden zwei solcher Settings, in denen aktuelle gesellschaftliche Themen verhandelt werden (die ‚Zahlen des Tages‘ als lehrerzentrierte Klassendiskussion und die ‚Wochenschau‘ als schulergeleitete Klassen-diskussion), hinsichtlich ihrer Auswirkung auf Kontroversitat im Klassenzimmer qualitativ analysiert. Rekonstruiert werden konnte einerseits ein weitgehendes Verhindern von Kontroversitat bei den ‚Zahlen des Tages‘. In der ‚Wochenschau‘ hingegen entfaltet sich durchaus eine Kontroversitat im Klassenzimmer. Mit Hilfe der Dokumentarischen Methode kann dabei aber gezeigt werden, dass auf der Ebene des impliziten Wissens mehrere, teilweise problematische geteilte Orientierungen in der untersuchten Klasse vorliegen. Dies fuhrt zur Feststellung, dass man Lerngruppen hinsichtlich ihrer Kontroversitat auf zwei Ebenen unterschieden muss: auf einer schneller kontrovers erscheinenden, vordergrundigen Ebene und einer tieferliegenden Ebene des milieu-basierten Hintergrunds kollektiver Orientierungen. Diese Diagnose stellt neue Fragen bezuglich Kontroversitat im Politikunterricht","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133227804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Human Rights Education in Israel: Four Types of Good Citizenship.","authors":"A. Agbaria, Revital Katz-Pade","doi":"10.2390/JSSE-V15-I2-1455","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I2-1455","url":null,"abstract":"This article examines the involvement of civil society organizations in human rights education (HRE) in Israel. Focussing on the educational programs of the Association for Civil Rights in Israel (ACRI), as a qualitative instrumental case study, this article examines the conceptions of good citizenship embedded in these programs. Specifically, the article analyzes the educational programs’ goals, content, targeted populations, and practices. The analysis revealed that ACRI’s HRE model reflect four ideal types of citizens: citizen of a democratic liberal state, citizen of a participatory polity, citizen of an ethical profession, and citizen of an empowered community. These constitute a multilayered human rights discourse that enables ACRI to engage differentially with various sectors and populations, while still remaining faithful to the ethno-national parameters of a Jewish and democratic state political framework.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114647836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ Stories of Engaging Students in Controversial Action Projects on the Island of Ireland","authors":"M. McSharry, Mella Cusack","doi":"10.2390/JSSE-V15-I2-1497","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I2-1497","url":null,"abstract":"Civic, Social and Political Education (CSPE) in the Republic of Ireland and Local and Global Citizenship (LGC) in Northern Ireland keenly promote students’ active participation in society. However, the purpose of this participation is not necessarily to encourage students to campaign for change in the present but rather that ‘students are given opportunities to engage in actions and develop skills that will contribute to their becoming active participatory citizens in later life’ (NCCA (2005) CSPE Guidelines for Teachers, p. 59). This often gives rise to a culture of passive citizenship and a tendency to focus on ‘action projects’ that are safe and self-contained. This paper focuses on a five action projects carried out by a sample of teachers and students that may be considered ‘controversial’. In each case students actively campaign for equality and social justice, on local or global human rights issues and in ways that may be deemed controversial. It examines how the mainstream curriculum and school structures facilitate or impede this type of controversial action and explores the potential opportunities for greater engagement in such action through proposed curriculum reform. Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ \u0000 table.MsoNormalTable \u0000 {mso-style-name:\"Table Normal\"; \u0000 mso-tstyle-rowband-size:0; \u0000 mso-tstyle-colband-size:0; \u0000 mso-style-noshow:yes; \u0000 mso-style-priority:99; \u0000 mso-style-parent:\"\"; \u0000 mso-padding-alt:0cm 5.4pt 0cm 5.4pt; \u0000 mso-para-margin:0cm; \u0000 mso-para-margin-bottom:.0001pt; \u0000 mso-pagination:widow-orphan; \u0000 font-size:12.0pt; \u0000 font-family:\"Cambria\",\"serif\"; \u0000 mso-ascii-font-family:Cambria; \u0000 mso-ascii-theme-font:minor-latin; \u0000 mso-hansi-font-family:Cambria; \u0000 mso-hansi-theme-font:minor-latin;}","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124964181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Report on the Present Trainer Training Course of the Pestalozzi Programme (Council of Europe) “Evaluation of Transversal Attitudes, Skills and Knowledge” (Module A)","authors":"Bernt Gebauer","doi":"10.2390/JSSE-V15-I2-1530","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I2-1530","url":null,"abstract":"","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125068937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Turkish Social Studies Teachers’ Thoughts About the Teaching of Controversial Issues","authors":"Ahmet Çopur, Muammer Demirel","doi":"10.2390/JSSE-V15-I2-1476","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I2-1476","url":null,"abstract":"In today’s world, one of the primary goals of education is to raise individuals as citizens equipped with the skills of communication, high-level thinking, problem solving and questioning as well as with a global viewpoint. Introducing controversial issues into the classroom environment may be among the steps to be taken to achieve these goals. In this context, this study has the primary goal of revealing Social Studies teachers’ thoughts about the teaching of controversial issues in the classroom environment. This study adopted mixed methods. The study participants consisted of Social Studies teachers working in Bursa, which is a large-scale province of Turkey, in the 2014-2015 school year. According to the study findings, while terror was the most controversial issue, faith in creation was the least controversial issue. In addition, teachers mainly preferred to introduce issues related to the Social Studies curriculum and that were appropriate for the students’ preparedness. However, another result is that controversial issues contributed to students’ acquisition of personal critical skills such as high-level thinking and communication. It was also observed that the teaching of controversial issues was related to the Social Studies lesson and was important for the achievement of the goals of the lesson.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"116 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123100565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Two Perspectives on the Book: Reinhardt, Sibylle. 2015. Teaching Civics. A Manual for Secondary Education Teachers, Leverkusen: Barbara Budrich Publishers","authors":"J. Lalor, Anders S. Christensen","doi":"10.2390/JSSE-V15-I2-1517","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I2-1517","url":null,"abstract":"","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122161932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Controversial issues in the political classroom","authors":"Jennifer Bruen, Tilman Grammes","doi":"10.2390/JSSE-V15-I2-1541","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I2-1541","url":null,"abstract":"","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123550054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Defining the Key Competences and Skills for Young Low Achievers’ in Lifelong Learning by the Voices of Students, Trainers and Teachers","authors":"Marta Pinto, João Caramelo, S. Coimbra, M. Terrasêca, G. Agrusti","doi":"10.2390/JSSE-V15-I1-1465","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I1-1465","url":null,"abstract":"Europe has stressed the importance of lifelong learning as a way for its citizens to enrol and to engage fully in day-to-day demands of work and citizenship life events. Support is more urgent for those who are at risk of social and educational exclusion. This paper presents an overview on the goals of the European project LIBE “Supporting Lifelong learning with Inquiry-Based Education”, that aims at designing, developing and trying out an innovative e-learning management system devoted to develop key information processing skills for ICT with an inquiry-based approach to learning, focused on the young adult population (16-24) that have low levels of competences regarding literacy, numeracy and ICT skills. Additionally, it presents the results of a content analysis of focus groups sessions, carried out with Portuguese teachers, trainers and students, aiming to identify the key competences and skills most needed by young low achievers. The Portuguese results integrate the alignment of the proposal of the LIBE framework for the learning outcomes, instructional objectives and ICT key information processing competencies. Results highlight literacy skills and social competence as the most relevant for the target audience, adding ICT competences as very important in developing literacy skills and self-efficacy. Pedagogical support is considered a significant part of the students’ successful learning, both in face-to-face or e-learning environments.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114509895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}