Relevant bibliographies by topics / Social sciences and history Education Social science teachers History teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Social sciences and history Education Social science teachers History teachers'

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Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Social sciences and history Education Social science teachers History teachers"

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Gagnon, Paul. "Teaching the West and the World from the Massachusetts Framework." Journal of Education 180, no. 1 (January 1998): 67–78. http://dx.doi.org/10.1177/002205749818000106.

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This article summarizes how teachers may implement the Massachusetts History and Social Science Curriculum Framework as they design and teach courses in Western civilization and world history. It discusses the integration of history, geography, and the social sciences, together with suggested approaches to common problems such as the balance between Western and world studies, selection of main topics and questions, professional development, student assessment, and challenges teachers may confront.
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Paul Nwati, Munje, and Jita Thuthukile. "Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 159–76. http://dx.doi.org/10.26803/ijlter.20.5.9.

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The need for quality education in South Africa and beyond encourages research that interrogates the preparation of pre-service teachers and their ability to teach in the classroom after graduation. This qualitative paper focuses on the reflections of final year pre-service Social Sciences teachers in a South African public university. Gibbs’ reflective cycle is used as a lens. We used open-ended questions to gather data from 19 pre service Social Sciences teachers to explore their preparedness and readiness to teach in future. The research process constituted two phases. Phase one was implemented from 10 February 2020 to 9 March 2020 and phase two occurred in July 2020. Phase two was necessitated by the negative educational implications of COVID-19. Findings indicated that the participants faced challenges pertaining to content knowledge, which was aggravated by the introduction of online learning due to COVID-19. Despite these challenges, participants remained resilient and optimistic toward the teaching profession. Deducing from their voices, we recommend clarification of content in Social Sciences core subjects of History and Geography. Balanced tuition for content knowledge and pedagogy is recommended. Ongoing professional development is needed for academic advisors concerning subject specifications and for lecturers to empower them about remote teaching, communication, and technological skills to improve teaching and learning. Regular monitoring by the teaching and learning unit in the faculty is required to identify challenges and to intervene where necessary. The varied challenges of online learning also warrant the equipping of students with the necessary resources to facilitate learning.
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Emad, Ali. "Social Constructivist Approach: Opinions of History Teachers at Intermediate Secondary Schools." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1423–36. http://dx.doi.org/10.12973/eu-jer.10.3.1423.

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<p style="text-align: justify;">This study investigated the influences of social constructivist approaches on history teachers' opinions of social science education. The purpose of the study was to examine the effectiveness of social constructivist approaches and explore the views and practices of teachers in their current use of teaching approaches in social science education. For this study, a qualitative study approach was employed. The study was conducted at intermediate secondary schools in the city of Erbil. For open semi-structured interviews, eight teachers of social science education were purposely selected from eight intermediate secondary schools of grade ninth, and eight social science classes were observed. The results revealed that despite significant changes of the system of education, many challenges were identified in implementing social constructivist approaches in social science education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources. Also, the study revealed several barriers like absence of sufficient well-designed teaching guidelines, lack of adequate clear instructions, inadequacy classroom teachers' autonomy, and no freedom. Lastly, the study ends up by specifying several conclusions.</p>
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Magill, Kevin Russel, and Neil Shanks. "Exploring new teachers conceptualizations of critical simulations in world history, American history, and economics learning experiences." Citizenship, Social and Economics Education 19, no. 3 (August 5, 2020): 153–74. http://dx.doi.org/10.1177/2047173420948392.

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In this study we examine early career social studies teachers’ use and understanding of critical simulations. We began work with participants as teacher candidates in their pre-service programs and formally studied them as they began their in-service teaching. We were particularly interested in teacher efforts to use simulation to facilitate a more critical disciplinary consciousness. Data indicate that participant teachers utilized simulations to: enhance students’ ability to critically engage with social studies content, facilitate more democratic dialogue, and critique normalized systems of power. We do not suggest that simulations in and of themselves are “critical,” rather, we argue they can be an effective means of providing a safe environment for considering the complexities of certain issues in social studies. Furthermore, we argue critical social studies teachers and teacher educators can be purposeful in their use of simulation to avoid enshrining the status quo. Finally simulations can help critical teachers illuminate oppression and facilitate a more humanizing vision within the social studies if they possess critical consciousness, strong pedagogical content knowledge and a command of the method.
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Stern, Sheldon M. "Improving History Education for All Students: The Massachusetts History and Social Science Curriculum Framework." Journal of Education 180, no. 1 (January 1998): 1–13. http://dx.doi.org/10.1177/002205749818000102.

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The commitment of Massachusetts to strive for the highest standards in history education is now inextricably linked to the implementation of the History and Social Science Curriculum Framework completed in 1997. The author writes that teachers and other educators, parents and students, should consider carefully the concepts and principles contained in the Framework and, particularly in American history, try to understand how the Massachusetts Framework differs in substance and approach from the controversial national history standards first proposed in 1994.
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Bakhtin, Maxim, Leonid Laptev, Oksana Shamigulova, Rida Zekrist, Salavat Musifullin, and Roman Tkach. "Humanities quantorium as a technological digital environment." E3S Web of Conferences 258 (2021): 07006. http://dx.doi.org/10.1051/e3sconf/202125807006.

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The purpose of the article was to formulate a general problem and clarify the hypothesis of research on the design of a humanitarian quantorium as a technological digital environment for the formation of teacher competencies in the subject areas “History” and “Social Sciences”, to determine the set and content of teacher competencies in the field of applying humanitarian education technologies. The leading research methods described in this article were the method of foresight design, the method of expert panels and methods for the diagnostic study of occupational deficiencies. The materials presented in the article contain a description of the results of a pilot study on identifying professional deficiencies of a history and social science teacher, a generalized, refined set and content of the future teacher’s competencies in the field of applying humanitarian education technologies in a digital environment, a conceptual rationale for equipping a humanitarian quantorium as a technological environment for the formation of teacher competencies. In the substantiation, an integrated approach was applied, which allows to combine the content of humanitarian education, teaching technologies and digital means into a single innovative didactic space. The conclusions are drawn to the peculiarities of the application of the humanitarian quantorium model in the wide practice of professional training of history and social studies teachers for the implementation of the developmental capabilities of the subjects of the humanitarian cycle and improving the quality of humanitarian education.
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Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (January 21, 2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.

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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.
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Brown, Sarah Drake. "Preparing effective history teachers: The assessment gap." Journal of Social Studies Research 37, no. 3 (July 2013): 167–77. http://dx.doi.org/10.1016/j.jssr.2013.04.005.

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Goldsmith, Susan Secor. "Implementing Elementary History and Social Science: A Three-Step Plan of K-4 Curriculum Design." Journal of Education 180, no. 1 (January 1998): 15–31. http://dx.doi.org/10.1177/002205749818000103.

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Massachusetts' History and Social Science Curriculum Framework emphatically describes history and social science as a core academic subject at the elementary school level, devoting a separate section to its study in primary grades. It carries out a provision of the 1993 Massachusetts Education Reform Act for standards-based improvement, calling for more substantive study in elementary schools. The Framework's appearance should result in serious new attention being given an area of school study that, as social studies, has had little or no demonstrable academic effect and has left students largely indifferent. But teachers and schools charged with bringing existing elementary curricula into alignment with the Framework's Core Knowledge requirements in history and social science may face both a departure from what is currently done and an encounter with unfamiliar subject matter and resources. “What's a teacher to do?” The author addresses curriculum and course design by organizing some chief considerations of elementary history and social science study into a three-step plan for implementation that discusses the selection and organization of topics for elementary study, their classroom presentation, and the resources available to support the alignment effort.
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Valledor Cuevas, Laura. "LA FORMACIÓN INICIAL DE PROFESORES DE HISTORIA Y CIENCIAS SOCIALES DESDE LA PERSPECTIVA DE LA DIDÁCTICA DE LA ESPECIALIDAD: FUNDAMENTOS, DESAFÍOS Y PROYECCIONES." Foro Educacional, no. 15 (June 30, 2015): 13. http://dx.doi.org/10.29344/07180772.15.626.

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RESUMENEste artículo aborda el rol de la Didáctica de la Historia y las Ciencias Sociales en laformación de profesores del área. Partiendo desde la evidencia disponible al respecto,generada por la tradición investigativa hispana y por la anglosajona, se afronta el análisisdel impacto en la formación docente de las demandas sociales hacia el estudio escolar dela historia, así como también de las demandas provenientes desde la epistemología de lasdisciplinas sociales. Asimismo, se releva el problema de la tensión entre teoría y práctica enla formación de docentes y se expone una propuesta de trabajo para su superación.Palabras clave: formación docente, enseñanza de la historia, conocimiento pedagógicodel contenido. The early training of teachers of historyand social science from the perspective ofmethodology: fundamentals, challengesand projections ABSTRACTThis article describes the role of History Didactics and Social Sciences in teacher education.The analysis of the impact in teacher education of the social requirements toward the schoolstudy of history is confronted, as well as the originating demands since the epistemologiesof social disciplines from both the Hispanic and the Anglo-Saxon investigative traditions.Likewise, the problem of the tension between theory and practice in the teacher educationis examined and finally, a proposal to approach this tension is exposed.Keywords: teacher education, teaching history, pedagogical content knowledge
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Dissertations / Theses on the topic "Social sciences and history Education Social science teachers History teachers"

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Day, Lori. "Personal interest in history and the social sciences and attitudes toward teaching in secondary social studies teachers." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Hall, Deborah C. "History and social studies curricula shifting paradigms for the twenty-first century /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=764748101&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233792221&clientId=23440.

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Schafer, Cynthia Marie. "A Deliberate Reconstruction and Reconfiguring of Women in History: One Teacher's Attempt at Transforming a U.S. History Curriculum." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03202007-205131/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Chara H. Bohan, committee chair; John K. Lee, Susan Talburt, Joyce E. Many, committee members. Electronic text (151 p.) : digital, PDF file. Description based on contents viewed Oct. 25, 2007. Includes bibliographical references (p. 126-138).
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Loveless, Linda H. "Staff development training for implementing a history-social science curriculum." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.

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Ohlander, Daniel, and Petter Åberg. "Sex gymnasielärares syn på film i undervisningen: visuellt komplement eller slapp utfyllnad?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39699.

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This study focuses on teachers in civics and history in Swedish upper secondary schools. The study aims partly to examine how the teachers use film as a teaching method and how they motivate film as an educational tool in their classes. The study also assesses the thoughts of teachers regarding the optimal usage of film as an educational method. The analysis is based on qualitative interviews with six different teachers, all currently working in two different schools in the Southern parts of Sweden. To analyze and process the interviews we used didactics as our main theoretical focus, but also a hermeneutical perspective to interpret the outcome of our research. Furthermore, we’ve presented previous research about the usage of film in schools and how teachers use it as a teaching method. The results show that all teachers in our study use film as a source of education and that they all can motivate why they’re using film in their classes. The results also show that teachers are bound to the Swedish curriculum and limited time when they work with film in school, so even if they want to work with film more or differently, most feel that it’s hard to do so at the moment. Lastly the results show that film can and should be used in school as an educational tool, as long as it’s done properly and with a clear thought process from the teacher.
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Landers, John David. "Traditional Versus Nontraditional Instructional and Assessment Differences in 8th-Grade History-Social Science Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5213.

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In southern California school districts, 8th grade students in history-social science (H-SS) classes did not perform well on the California Standards Test (CST). To improve student performance, middle school H-SS teachers in some districts received staff development in the use of authentic assessment, the understanding and application of multiple intelligences theory, and the application of a student centered focus in lesson design and instruction. The purpose of this comparative pretest/posttest study was to determine if there was significant achievement difference between 2 8th-grade U.S. H-SS classes taught in 2 districts. The research question addressed a significant difference in CST H-SS achievement scores between 8th-grade students taught using multiple intelligences strategies and authentic assessments (n = 28) and those who were taught using traditional strategies and curriculum assessments (n = 31). The theoretical foundation for this study was constructivism. Post-data from archived student scores on the CST H-SS test were collected and analyzed using an analysis of covariance (ANCOVA), controlling for varying differences in CST pre-test H-SS scores. There was a statistically significant difference in posttest CST H-SS scores between the 2 groups (F = 10.491, p < .002), with the nontraditional group scoring higher. Based on the findings, it is recommended that district leaders provide professional development opportunities for teachers in nontraditional constructivist instructional strategies that support student-centered instruction. These endeavors may lead to positive social change if H-SS teachers change instruction and assessment methods to improve student achievement, thus, meeting graduation requirements and enhancing citizenship development.
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Slaïmia, Mohamed Moncef. "L'image de l'activité scientifique au travers de l'histoire de la dioptrique : élaboration et expérimentation d'une séquence d'enseignement pour la classe de seconde; rapport des enseignants tunisiens à l'enseignement des sciences et à l'innovation." Phd thesis, Université Paris Sud - Paris XI, 2014. http://tel.archives-ouvertes.fr/tel-00978508.

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Ancré dans la didactique curriculaire et dans le champ de recherche essentiellement développé dans les pays anglo-saxons désigné par l'acronyme NoS (Nature of Science), ce travail examine la possibilité d'introduire l'histoire des sciences dans les cours de physique de l'enseignement secondaire tunisien afin de modifier l'image de la nature des sciences et de l'activité scientifique des élèves. Ces conditions portent sur la nature de l'innovation à expérimenter en classe et son impact sur les élèves, sur sa généralisabilité et donc sur le rapport à l'enseignement de la physique et à l'innovation des enseignants. Une partie des études théoriques a été consacrée à une revue de la littérature traitant de la culture scientifique (scientific literacy), de la nature des sciences et de l'histoire des sciences dans l'enseignement (NoS), l'autre à l'élaboration d'un cadre de référence épistémologico-historique. Nous y présentons les sciences comme une entreprise humaine réalisée dans un contexte socio-culturel, technique et politique d'une époque donnée et esquissons un panorama de l'histoire de la dioptrique orientée par les objectifs d'apprentissage épistémologique retenus pour la séquence d'enseignement innovante : montrer la diversité des enjeux de la physique et des démarches du physicien. Les études empiriques ont été conduites en Tunisie. Deux séquences d'investigation documentaires ont été expérimentées en classe à un an d'intervalle par le même enseignant auprès de deux groupes d'élèves, le premier de 20, le second de 25. Elles se distinguent par le fait que l'une vise uniquement l'acquisition de savoirs épistémologiques et que l'autre vise aussi l'acquisition de savoirs scientifiques sur la loi de la réfraction. Le suivi de ces ingénieries a été réalisé essentiellement à l'aide de questionnaires ouverts ou fermés. Un film et deux entretiens sous forme de questionnaires les complètent. La transmission de l'innovation pédagogique a été réalisée dans le cadre de la formation continue des enseignants et a donné lieu à une ingénierie qui a touché 50 enseignants du secondaire. Ceux-ci ont eu à réaliser le même travail que les élèves. Trente d'entre eux ont répondu aux mêmes questionnaires que les élèves ainsi qu'à deux autres questionnaires élaborés pour déterminer leur rapport à l'enseignement de la physique et à l'innovation. Les résultats obtenus confirment les hypothèses de recherche à propos de l'existence d'une vision empiriste et réaliste naïve des sciences chez les élèves et enseignants et d'une tendance des enseignants à privilégier les expériences dans l'enseignement de la physique. Ils sont encourageants quant à la possibilité de faire évoluer l'image de la nature de l'activité scientifique des élèves grâce à l'introduction de l'histoire des sciences relativement aux objectifs épistémologiques considérés. Nous terminons par la discussion des apports et limites du travail réalisé et présentons quelques pistes ultérieures de recherche.
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Posiviata, Susan Renee. "California women's history: A teacher resource book for the elementary social studies classroom." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1636.

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Hernandez-Miller, Mirtha Elena 1957. "Multiple ways of knowing in history: Eighth graders' grand conversations." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282809.

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The purpose of this study was to explore what happened when literature and literature discussions were added to an eighth-grade history curriculum. I examined what occurred in the process of change as the teacher and researcher negotiated a new curriculum with the students, and what the effects of literature were on the historical understandings of middle school students. The theoretical framework of this study is embodied in the social constructivist theory of learning and the transactive theory of reading as explained by a reader-response perspective. It rests on the premise that approaching history through literature and encouraging an aesthetic stance toward the response to historical literature will enable students to enter into the process of historical inquiry. During this year-long classroom study the researcher, acting as a participant observer, gathered a variety of data including field notes, student journals, audio tapes of the small group literature discussions, student self-evaluations, and teacher interviews. The data were analyzed by developing and describing initial coding categories from the data, refining or adding to the categories as the analysis process continued, and counting frequencies for the various categories which emerged. The findings suggest that change is challenging and complex. There was a creative tension in the process with some factors that promoted teacher and curriculum change and other factors that acted as obstacles to change. Although each factor played an important role in the change process, the key to change was in the collaboration between teacher and researcher. It was in the conversations and collaboration between teacher and researcher that change was invented. In addition, the findings suggest that reading the historical literature, writing in their journals, and working out their understandings in small groups was well-received by students. They enjoyed this way of doing history and used the different activities to work their way into meaningful engagements with history. Student responses included: (1) purposeful retellings, (2) numerous connections among books, movies, historical themes, and life experiences, (3) thematic statements, (4) wonderings and wanderings, and (5) historical understandings that integrated facts and stories.
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Tabor, Lisa Kay. "Using geography to help teach history: dual-encoding history lesson plans." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.

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Master of Arts
Department of Geography
John A. Harrington Jr
Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.
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Books on the topic "Social sciences and history Education Social science teachers History teachers"

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ICTS Social Science: History 114 : teacher certification exam. 2nd ed. Boston, Mass: XAM Online, 2007.

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ICTS Social Science: Political science 117 : teacher certification exam. 2nd ed. Boston, Mass: XAM Online, 2007.

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National Board for Professional Teaching Standards (U.S.). Early adolescence, social studies-history portfolio: For teachers of students ages 11-15. [Arlington, Va.]: National Board for Professional Teaching Standards, 2002.

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Maloy, Robert W. We, the students and teachers: Teaching democratically in the history and social studies classroom. Albany: State University of New York Press, 2015.

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Davies, Rhys (Rhys J.), ed. Enlivening secondary history: 50 classroom activities for teachers and pupils. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Adhikari, Mohamed. "Let us live for our children": The Teachers' League of South Africa, 1913-1940. Rondebosch: UCT Press, 1993.

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A, Keiper Timothy, ed. Instructional strategies for middle and secondary social studies: Methods, assessment, and classroom management. New York: Routledge, 2011.

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Bubb, Sara. Successful induction for new teachers: A guide for NQTs and induction tutors, coordinators and mentors. London: PCP/Sage, 2007.

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Bubb, Sara. Successful induction for new teachers: A guide for NQTs and induction tutors, coordinators and mentors. London: PCP/Sage, 2007.

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Bubb, Sara. Successful induction for new teachers: A guide for NQTs and induction tutors, coordinators and mentors. London: PCP/Sage, 2007.

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Book chapters on the topic "Social sciences and history Education Social science teachers History teachers"

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"B-Learning and Flipped Classroom in Social Sciences Education." In ICTs and Innovation for Didactics of Social Sciences, 193–225. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch007.

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Lecture-driven classrooms allow teachers to teach a lot of information to students over a limited time. However, the traditional classroom lecture format has also limited the communication between student and teacher. The flipped classroom pedagogy is a type of b-Learning that inverts the traditional classroom lecture content delivery. In flipped learning, students are required to read or view prerecorded lectures edited online by the teacher as a part of their homework. After, in class time, they focus on group activities, so that teachers must rethink the design of the teaching and learning process in the classroom with discussions and group work where students can make decisions, apply theoretical knowledge, and make mistakes. Regarding the teaching and learning of social sciences, geography, and history, this approach implies opportunities for students to learn high-level content, besides creative, critical, and collaborative skills.
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"Gamification and Game-Based Learning." In ICTs and Innovation for Didactics of Social Sciences, 40–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch002.

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Teachers can use game mechanics in a non-game environment (gamification), or they can consider playing a game as an option to learn content. In the first case, adding elements inspired by games to the classroom environment allows teachers to create a motivating atmosphere for the learning of social sciences, geography, and history. The second case is directly related to games that “teach” content through making decisions and observation of consequences. With a focus on elements, benefits, strategies, and some of the most important resources to introduce gamification and game-based learning in social science education, the authors highlight student motivation and learning of content and skills. Although gamification is not a new concept, it can be considered that the technological development and the recognition of its didactic possibilities have extended the educational experiences in a new way, contributing significantly to education.
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"U-Learning and Virtual Classrooms in Social Sciences Education." In ICTs and Innovation for Didactics of Social Sciences, 246–67. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch009.

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The development of internet, wireless devices, and sensors; the expansion of the use of mobile technologies; or the development of applications have enabled different ubiquitous learning modalities. u-Learning is an expanded model from e-learning and m-Learning with features such as mobile, collaborative, interactive, omni-synchronous, and experimental that fosters interaction and breaks limitations by place and time in the teaching and learning of social sciences, geography, and history. U-Learning is considered as a learning model that integrates technology in the assessment and monitoring of educational processes of the students, a learning model where virtual classrooms and virtual learning environments are highlighted. In a social context with a lack of civic engagement and democratic participation, interactive character of virtual classrooms, including social networks, is essential because they connect teachers, students, and parents in addition to encouraging participation in virtual learning environments.
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Kerber, Ulf. "Using Video Documentaries in History and Social Science." In Transforming Teacher Education with Mobile Technologies, 87–110. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350095663.ch-005.

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Laabid, Ezzaim. "Textbooks using mathematics in the margins of current mathematics: manuals for teaching inheritance in Morocco." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 165–76. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.13.

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Nowadays in Morocco, the distribution of inheritance is part of the basic juridical-religious curriculum taught in high school and in some branches of humanities and social sciences in higher education. This question of inheritance is, in fact, a taught discipline - called cilm al-farā'iḍ (lit. science of prescriptions) - with its own textbooks and its own teachers. In their presentation of the mathematical aspect related to this question of inheritance, these textbooks implement mathematics which uses a language and a vocabulary specific and different from those conveyed in modern mathematical teaching. In this paper we try to shed some light on this mathematical practice and highlight some of its peculiarities. For this, we present some textbooks for the teaching of this discipline by focusing on their mathematical content. We will also highlight the basic features of mathematics conveyed by these textbooks and their differences with current mathematics. Keywords: Inheritance problems, vocabulary, fraction, resolution process, manuals.
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McClanahan, Barbara J., and Maribeth Nottingham. "The Role of Graphic Novels in K-12 Classrooms." In Advances in Early Childhood and K-12 Education, 115–41. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4721-2.ch006.

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This chapter provides a brief introduction to the history of graphic novels in American schools, followed by a review of the literature regarding past graphic novel use. The authors then turn their attention to the real possibilities for use in schools in several major categories as described by current researchers, specifically in English language arts, math, social studies, science, and internet research. The chapter closes with suggestions as to what must take place in order for teachers to integrate graphic novels more effectively in their classrooms and highlights research areas that need to be addressed to support them.
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Rosenblum, Debra. "Informational Text and the Common Core." In Handbook of Research on Education and Technology in a Changing Society, 962–70. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch072.

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Currently, teachers of reading and language arts are being asked to look closely at what materials are being used in their classrooms. As of today, 45 states have become proponents of the Common Core State Standards (CCSS). These standards have been created to “ensure that students are equipped with the necessary knowledge and skills to be globally competitive” (NGA, et al., 2008, p. 24). These standards mandate a higher percentage of what has come to be termed informational text. The first question that needs to be answered is what exactly is the definition of informational text and why is it important? The largest change noted in the shift to informational text is the percentage of text required. Informational text covers a very broad spectrum of reading material including biographies and autobiographies: “books about history, social studies, science, and the arts”; “technical texts, including directions, forms, and information displayed in graphs, charts, or maps”; and “digital sources on a range of topics” (Maloch & Bomer, 2013, p. 209). In the upper grades, the different subject areas are generally taught by a variety of teachers. These content area teachers are experts in their fields and much of their information is strictly informational in nature to begin with. The problem is that “Most teachers are not taught how to teach reading” (Gewertz, 2012, p. 1). This leads to the question of how teachers are utilizing informational texts in their classrooms. This chapter explores informational texts and the Common Core State Standards (CCSS).
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Lavrut, Olha. "TEACHER-STUDENT INTERACTION IN THE PROCESS OF WORKING WITH SOURCES DURING THE LESSONS OF HISTORY." In Designing an Individual Trajectory of Educator’s Professional Development in the Context of the Concept of «Lifelong Learning», 200–210. Primedia eLaunch LLC, 2021. http://dx.doi.org/10.36074/d-oblippo.monograph-2021.07.

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Society is based on the interaction with each other of each member of society. What is important is the interactions that take place between everyone. The aim of our study is to characterize the use of interactivity in history lessons in the process of working with sources. Subject - interactions between child and adult in school practice in the process of working with historical sources. The research methodology, which includes several groups of methods, helped us to achieve the planned. The first group - general scientific methods. First of all - historical and logical with their inherent analysis, synthesis and systematic approach. At the level of individual sources, each is first perceived as a holistic phenomenon, then for deeper study it is broken down into parts, and then, at a new level of knowledge, it is considered as a whole. Interdisciplinary methods are inherent in various sciences. The third group - general historical methods, which are inherent in historical knowledge as a whole. Source methods allow you to work directly with the source. The issue of interaction has been considered by researchers in various fields, as it is intertwined and multifaceted. Among them are teachers, psychologists, sociologists and others. In lessons, students learn to formulate their own opinions, discuss, listen to another person, respect diversity. The modeling of social situations and their experience - empathy - is also indicative. The creative perception of the material, the development of skills of independent work, a friendly climate in the classroom remain important. The presented material encourages the joint creation of educational space in general secondary education institutions. The lessons of history are important in this. They encourage the formation of key competencies and skills of adult life. The prospect of the study may be to study the role of the teacher in the multifaceted perception of history.
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"Social Sciences, Geography and History Teaching Based on Research." In ICTs and Innovation for Didactics of Social Sciences, 1–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2882-2.ch001.

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Innovation accompanies us in our daily lives contributing to personal growth and improving social participation. Considering the most important epistemological traditions of teaching-learning processes and teaching models, research-based teaching model is a relevant approach to introduce innovative didactic proposals. Selection, organization, and sequencing of school knowledge in the teaching of social sciences, geography and history, and the construction of meaningful school knowledge connected with the social reality implies considering relevant socio-environmental issues, teacher professional knowledge, student daily knowledge, and metadisciplinarity. As a pedagogical base, in this chapter, the authors focus on epistemological traditions of social sciences education, keys for the design of proposal from a research-based approach, and finally, they focus on alternatives for evaluation of students and the importance of action-research for systematization of decision making and professional development.
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Correa Ramírez, Jhon Jaime, and Natalia Agudelo Castañeda. "La formación en ciencias sociales e historia: el caso de la facultad de ciencias de la educación de la Universidad Tecnológica de Pereira (1970-2017)." In Competitive Risaralda, generating research alliances for development. Universidad Tecnológica de Pereira, 2021. http://dx.doi.org/10.22517/9789587224955.5.1.

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This article outlines different stages of education in social sciences at the Faculty of Education of the Universidad Tecnológica de Pereira, articulated with the national and international context. We adhere to the conception of Jaime Jaramillo Uribe on the history of education as cultural and political history, to analyze the double perspective of internal history, which accounts for the different relationships between the field of knowledge and disputes of a curricular nature; besides, external history, represented in the contexts of each era in the reforms emanating from the State that generated contradictions in the academic communities, which resulted in ideological conflicts within the university between political sectors, and in the recurring tensions between modernization and autonomy. It is about to analyze historically the relationships between the teacher education at the School of Social Sciences of the UTP and the curricular restructuring that were deciding in the search ...
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Conference papers on the topic "Social sciences and history Education Social science teachers History teachers"

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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.

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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.
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Zhang, Pu, and Heyi Tang. "Investigation of Primary Mathematics Teachers of Mathematics History Literacy---Take some elementary school mathematics teachers in Xianning city as an example." In 2016 International Conference on Humanity, Education and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ichess-16.2016.76.

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Ardiansyah, Hen, and Aman. "An evaluation of the performance of senior high school history teachers in the Dompu region." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.4.

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Chamdani, Muhamad, and Mr Wahyudi. "The Development of Lesson Study in History for Social Science Learning in Elementary School." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.63.

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Apdelmi, Apdelmi. "Learning History by Qualified Teacher Education beyond History." In Proceedings of the 3rd International Conference on Economic and Social Science, ICON-ESS, 17–18 October 2018, Banda Aceh, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-10-2018.2294088.

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Bahchieva, Olga Alexandrovna. "Integrative Opportunities Of Local History Within Spiritual And Moral Education Of Teacher." In RPTSS 2017 International Conference on Research Paradigms Transformation in Social Sciences. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.02.12.

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Umasih, Nadiroh, and Firdaus Hadi Santosa. "The Utopia of History Education Teacher to Build the Millennial Generation." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.140.

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Shelegina, Olga N. "MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY: Materials of the IV All-Russian (with International Participation) Scientific Conference." In MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY, edited by Galina M. Zaporozhchenko. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1115-7.

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The collection of materials of the IV all-Russian scientific and practical conference «Modern trends in museums and museology» presents reports of employees of Russian research institutes, leading museums of the Russian Federation and the Republic of Belarus, the Republic of Kazakhstan, teachers of higher educational institutions, representatives of cultural institutions. They reflect a wide range of topical issues related to the development of the theory and practice of Museum business in modern conditions at the international, national and regional levels. Important attention is paid to socio-cultural practices for the development of historical and cultural heritage, digitalization of the Museum sphere and its adaptation to the conditions of the pandemic. The publication will be interesting for specialists in the field of history of science and culture, heritage management, Museum studies and cultural studies, teachers of universities, employees of museums and libraries, local historians.
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