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The International journal of social education : official journal of the Indiana Council for the Social Studies最新文献

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Social Sciences Education Practices: Cognitive Perceptions of Prospective Classroom Teachers 社会科学教育实践:准课堂教师的认知知觉
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-05-07 DOI: 10.1080/00377996.2020.1757597
Özlem Apak Tezcan, Nur Ütkür
{"title":"Social Sciences Education Practices: Cognitive Perceptions of Prospective Classroom Teachers","authors":"Özlem Apak Tezcan, Nur Ütkür","doi":"10.1080/00377996.2020.1757597","DOIUrl":"https://doi.org/10.1080/00377996.2020.1757597","url":null,"abstract":"Abstract There are many factors that affect the perceptions of students enrolled in the classroom teaching programs of education faculties concerning the concept of social studies teaching. The most important of these factors are the instructors they observed in the faculty and their previous educational lives. In this context, this study aimed to determine the characteristics of “an ideal social studies instruction” according to the cognitive structures of prospective teachers and to model an ideal social studies instructor according to these qualities. This research was designed as a case study, which is one of the qualitative research designs. The study group was selected by criterion sampling and consisted of 121 prospective teachers in their final year at two state universities located in the Marmara region of Turkey. A word association test, an open-ended questionnaire, and student drawings were used as data collection tools. When the results of the study were examined, the concepts of history, society, culture, people, and geography came to the forefront in the participants’ cognitive perceptions toward social studies. It was determined that the characteristics they attributed to an ideal social studies instructor were gathered under the standard of professional responsibility and informed action. The student drawings revealed that the instructor figures were mostly well-groomed and smiling, they were usually shown in museums and historical buildings. Lastly, as future social studies instructors, the prospective teachers felt adequate in terms of the professional responsibility and informed action standard, and inadequate concerning the content knowledge standard.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"31 1","pages":"249 - 261"},"PeriodicalIF":0.0,"publicationDate":"2020-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81968847","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}
引用次数: 0
Teaching Disability History: The Case of Franklin Delano Roosevelt 残疾史教学:富兰克林·德拉诺·罗斯福的案例
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-05-05 DOI: 10.1080/00377996.2020.1757599
Jennifer Cutsforth Kaschak, Dona C. Bauman
{"title":"Teaching Disability History: The Case of Franklin Delano Roosevelt","authors":"Jennifer Cutsforth Kaschak, Dona C. Bauman","doi":"10.1080/00377996.2020.1757599","DOIUrl":"https://doi.org/10.1080/00377996.2020.1757599","url":null,"abstract":"Abstract This article addresses the teaching of disability history, specifically concerning the historical figure of Franklin Delano Roosevelt (FDR). Drawing upon literature from multicultural education, disability history and disability studies in education (DSE), the authors discuss historical content and teaching ideas for instruction about FDR. The authors present findings from a content analysis of six middle level and secondary United States history textbooks, noting unanimous coverage of FDR’s disability resulting from polio. These textbooks noted how he overcame his disability and strengthened his character, referenced his decision to conceal his disability, and quoted FDR directly regarding his disability. The authors follow this analysis with discussion of several middle and high school teaching ideas that might augment textbook coverage and representation about FDR. This article explores how teachers of United States history might further develop their teaching of history through the inclusion of disability history within the context of a famous historical figure.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"88 1","pages":"262 - 273"},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73773952","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}
引用次数: 1
What is a Vote Worth? A Focused Inquiry to Scaffold Elementary Historical Thinking 一张选票的价值是什么?构建初级历史思维的重点探究
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-05-03 DOI: 10.1080/00377996.2019.1706070
Carly Muetterties, C. Slocum, Erin C. Masterson
{"title":"What is a Vote Worth? A Focused Inquiry to Scaffold Elementary Historical Thinking","authors":"Carly Muetterties, C. Slocum, Erin C. Masterson","doi":"10.1080/00377996.2019.1706070","DOIUrl":"https://doi.org/10.1080/00377996.2019.1706070","url":null,"abstract":"Abstract Meaningful source work is at the heart of social studies learning, but often a tall order for elementary-aged students. In this article, the authors describe the construction and implementation of a fifth grade inquiry on the Suffrage Movement using a focused version of the Inquiry Design Model (IDM) Blueprint. Using source analysis scaffolds coupled with discussion and organizational tasks, students used primary and secondary sources to create complex evidence-based claims showing the intersection between First Amendment rights, civic engagement, and the Suffrage Movement. This focused inquiry supported meaningful application of learning to an informed civic action project.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"25 1","pages":"133 - 142"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78249447","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}
引用次数: 1
Doing Race in Social Studies: Critical Perspectives 在社会研究中做种族:批判的观点
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-05-03 DOI: 10.1080/00377996.2019.1706071
Tanara L. Teal-Tate
{"title":"Doing Race in Social Studies: Critical Perspectives","authors":"Tanara L. Teal-Tate","doi":"10.1080/00377996.2019.1706071","DOIUrl":"https://doi.org/10.1080/00377996.2019.1706071","url":null,"abstract":"How teachers embrace cultural relevant pedagogies while discussing race in the social studies classroom is often a daunting task for teachers. Due to often strict interpretation and implementation ...","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"34 1","pages":"163 - 164"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82049904","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}
引用次数: 33
Integrating Computational Thinking into Social Studies 将计算思维融入社会研究
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-04-29 DOI: 10.1080/00377996.2020.1749017
Ismail Güven, Yasemin Gulbahar
{"title":"Integrating Computational Thinking into Social Studies","authors":"Ismail Güven, Yasemin Gulbahar","doi":"10.1080/00377996.2020.1749017","DOIUrl":"https://doi.org/10.1080/00377996.2020.1749017","url":null,"abstract":"Abstract Computational Thinking (CT) has recently been addressed as one of the key skills for the twenty-first century. Integrating CT into different subject areas of K-12 education is also now widely accepted to improve the quality of instruction. In that sense, it is important to enable educators and researchers to recognize how to integrate computational thinking into K-12 classrooms and to study how students learn to think computationally in social studies courses. Besides, providing good practice on CT helps to develop common ground for the teaching of computational thinking in social studies subject areas. Hence, the purpose of this paper is to provide a framework for social studies teachers with regard to how CT can be integrated into K-12 classrooms for social studies. Moreover, a practical implementation idea is also suggested based on this framework. This paper is expected to provide an insight to social studies teachers who want to integrate CT into their classroom in the future and support them in teaching context.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"1 1","pages":"234 - 248"},"PeriodicalIF":0.0,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73921311","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}
引用次数: 9
Comfort Women: Enhancing Students’ Global Awareness through Human Right Education 慰安妇:通过人权教育提高学生的全球意识
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-04-07 DOI: 10.1080/00377996.2020.1749016
Jing A. Williams, M. Johnson
{"title":"Comfort Women: Enhancing Students’ Global Awareness through Human Right Education","authors":"Jing A. Williams, M. Johnson","doi":"10.1080/00377996.2020.1749016","DOIUrl":"https://doi.org/10.1080/00377996.2020.1749016","url":null,"abstract":"Abstract Teaching about the comfort women of World War II offers a compelling case study for the social studies classroom and human rights education. The topic will educate students to become knowledgeable about the larger world and its dark histories that have been omitted or scarcely mentioned in U.S. history textbooks. This article provides high school social studies teachers with the historical background of comfort women, rationales for including this topic in social studies curriculum, and teaching strategies and resources that teachers can use in their classrooms.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"130 1","pages":"226 - 233"},"PeriodicalIF":0.0,"publicationDate":"2020-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77805450","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}
引用次数: 0
Critical Inquiry into Moments of Historical Change: Fostering Broader Understandings of Citizenship 对历史变迁时刻的批判性探究:培养对公民身份的更广泛理解
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-03-17 DOI: 10.1080/00377996.2020.1740968
E. Kenyon
{"title":"Critical Inquiry into Moments of Historical Change: Fostering Broader Understandings of Citizenship","authors":"E. Kenyon","doi":"10.1080/00377996.2020.1740968","DOIUrl":"https://doi.org/10.1080/00377996.2020.1740968","url":null,"abstract":"Abstract This manuscript explores the power of using inquiry in a second-grade classroom to make students’ understanding of citizenship more complex. It describes an inquiry unit in which students studied primary sources, engaged with fiction and nonfiction children’s literature, and participated in interdisciplinary learning to further understand the Civil Rights Movement and the Underground Railroad. Through their understanding of these powerful historic events they came to new conceptions of what it means to be a good citizen. The paper not only describes the unit and how it played out in the classroom it also explores the tensions between teacher directed and student directed inquiry, the ways in which teachers can, and often must integrate English Language Arts into their inquiry in order to find time for it, and the necessity of trusting both students and teachers in their ability to guide their own learning in community. In addition, it describes ways of discussing racism with young learners in both a historical and contemporary context.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"34 1","pages":"219 - 225"},"PeriodicalIF":0.0,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72993713","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}
引用次数: 4
A Transdisciplinary Approach to Teacher Preparation: Providing Equitable Access for All Students to Learn Social Studies Content, Skills, and Processes 教师准备的跨学科方法:为所有学生提供学习社会研究内容、技能和过程的公平机会
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-03-09 DOI: 10.1080/00377996.2020.1736489
Anneliese Mueller Worster, Leigh Rohde
{"title":"A Transdisciplinary Approach to Teacher Preparation: Providing Equitable Access for All Students to Learn Social Studies Content, Skills, and Processes","authors":"Anneliese Mueller Worster, Leigh Rohde","doi":"10.1080/00377996.2020.1736489","DOIUrl":"https://doi.org/10.1080/00377996.2020.1736489","url":null,"abstract":"Abstract Contextualized in the critical pedagogies of universal design for learning (UDL) and social justice education, our study aimed to equip teacher candidates (TCs) to provide students with equitable access to learning social studies content knowledge, skills, and processes as a way to equally empower all students to be civically engaged, and thus to disrupt the social reproduction of empowering privileged students and disempowering marginalized ones in the public schools. An earlier study indicated that our TCs did not transfer or generalize the UDL framework from foundation courses to subsequent classes or in practice. This case study describes how and in what ways elementary education faculty used a transdisciplinary approach, integrating the UDL framework taught in the foundation’s course into a social studies methods course to facilitate TCs’ continued learning and application of theory into practice. The results of this case study suggest that TCs that TCs had not yet internalized the UDL framework or critical consciousness and that these must be intentionally transferred and generalized to new coursework by the faculty on a consistent, ongoing basis.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"36 1","pages":"205 - 218"},"PeriodicalIF":0.0,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88051857","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}
引用次数: 1
History in Memoriam: Analyzing Obituaries to Learn Historical Context 纪念中的历史:分析讣告以了解历史背景
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-03-03 DOI: 10.1080/00377996.2019.1653253
K. Bowman
{"title":"History in Memoriam: Analyzing Obituaries to Learn Historical Context","authors":"K. Bowman","doi":"10.1080/00377996.2019.1653253","DOIUrl":"https://doi.org/10.1080/00377996.2019.1653253","url":null,"abstract":"Abstract Understanding history involves being able to construct knowledge about the past from historical traces left behind. In this article, the author describes a five-step strategy using historical obituaries to recreate the social landscapes of the past and raise critical consciousness regarding power relations in different contexts. The strategy is designed to assist teachers in guiding students through the process of analyzing the language in an obituary, comparing and contrasting multiple obituaries, and then participating in a classwide discussion to critically assess the dominant norms, values, and expectations structuring the historical period under investigation. In the final step, students consider their present-day context and their future in light of their newly constructed knowledge about the past. The sample inquiry presented in this article centers around uncovering how gender and race are socially constructed in the late-nineteenth century. This strategy can be implemented in either middle or high school social studies classrooms.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"30 1","pages":"51 - 60"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77875253","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}
引用次数: 1
Can the Green New Deal Save Us? An Interdisciplinary Inquiry 绿色新政能拯救我们吗?跨学科研究
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-03-03 DOI: 10.1080/00377996.2019.1677547
R. Seitz, Daniel G. Krutka
{"title":"Can the Green New Deal Save Us? An Interdisciplinary Inquiry","authors":"R. Seitz, Daniel G. Krutka","doi":"10.1080/00377996.2019.1677547","DOIUrl":"https://doi.org/10.1080/00377996.2019.1677547","url":null,"abstract":"Abstract While all citizens are increasingly concerned with climate change and its associated effects, youth show particular interest and activism around the topic. Legislators and activists have recently championed a Green New Deal as offering goals for how the issue might be addressed in the United States and other countries. In this article, we offer an interdisciplinary inquiry in which students can explore sources to answer the compelling question, can the Green New Deal save us? Students will evidence, communicate conclusions, and take action in ways that help them explore the knowledge, skills, and dispositions needed for ecological citizenship.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"1 1","pages":"74 - 85"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90144913","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}
引用次数: 7
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