Friday 19 September 2014
Thursday 18 September 2014
Wednesday 17 September 2014
online assignment
ONLINE ASSIGNMENT
LATEST RESEARCH PEDAGOGICAL FINDINGS ON SOCIAL SCIENCE TEACHING
Submitted by
SREERAJ E V
Introduction
Social science is an academic discipline concerned with society and the relationships among individuals
within a society. It is developed out of the Age of Enlightenment as
individuals began to take a more disciplined approach to quantifying their
observations of society. Over time, similar aspects of a society, such as
communication, were separated into unique fields of study. Statistical surveys
and research methodologies helped prove or disprove theories achieve a
holistic perspective within each of settings, social pedagogy draws together
theories and concepts.
The following
are the latest researches in Pedagogical developments on Social science.
(1) Using Video Games in Science
instruction: pedagogical, social, and Concept related Aspects.
[www2.postsdam.edu / betrusak / 566 /
Jaipal and fig – using using video games in science instruction pdf.pdf]
Video Games are an
integral feature of life in this Net generation and commercial video games are
motivating as evidenced by the willinges of students to make an extended
commitment to play them. Educators have began to explore the possibilities of
tapping it into the inherent motivational aspects of video games to support
learning environment. For example Squire
conducted a study of secondary school students using a video game in social
studies and reported that student s who do well in the classroom are more
reluctant to view gaming as a legitimate learning tool and experience much more
frustration when playing the game. The current study contributes to the
emergent literature on how video games impact learning in science classrooms
and also presents perspectives of teachers regarding appropriate implementation
and perspectives of learners concerning the effectiveness of video games at
meeting their learning needs.
.
(2)
Social
Science Learning in Schools-Perspective
and Challenges- by Poonam
Batra, Central Institute of
Education, University of Delhi, Delhi, India.
1 Aug, 2008.
The essays in this book
bring to us in brief the experiences of the Eklavya team in developing a
curriculum and the reception of the resulting texts by students and teachers.
This is accompanied by an evaluation of the textbooks-chapter-wise-by experts
in political science, geography and history. The books on the whole sensitise
children to the diversity of life, conflicts and contradictions therein. The
exhaustive process that went into the making of textbooks in social sciences
for Classes 6, 7 and 8 is documented minutely in this book-meticulously and
threadbar. The unique contribution of this documentation is that it provides a
guide and a perspective to those who are interested in what is transacted in
the schools. The perspectives and insights that the book offers will definitely
help the analyst or the student interested in examining curriculum and
textbooks.
. (3) Best Practices
for Teaching Social Studies-What
Award-Winning Classroom Teachers Do- by Randi
Stone Educational Consultant, Keene, NH
5 June, 2008.
Randi Stone has assembled an exciting
collection of teaching methods to benefit all learners. The book brings
together an esteemed group of teachers who are to be congratulated for sparking
interest in a subject that is too often taught solely from a textbook. Randi Stone transports readers into the
lively classrooms of award-winning teachers in this collection of outstanding
methods for teaching social studies to diverse elementary, middle, and high
school learners. Like its companion volumes for teaching writing, mathematics,
and science, Best Practices for Teaching Social Studies presents
firsthand accounts from educators offering fresh ideas and inquiry-based
techniques to build student confidence, increase academic achievement, and
develop critical thinking skills. Highlights include master teachers' tips on
how to Organize and produce oral history projects, Use technology to explore
diversity, Teach the art of geography and the geography of art, Put the
"social" back into social studies, and more. Beginning and
experienced teachers alike will discover an abundance of creative teaching
practices to strengthen the social studies curriculum.
. (4) The
SAGE Handbook of Quantitative Methodology for the Social Sciences- by David
Kaplan , University of Wisconsin
- Madison, Chile
21
Jun, 2004
The 24 chapters in this Handbook span a wide range of topics,
presenting the latest quantitative developments in scaling theory, measurement,
categorical data analysis, multilevel models, latent variable models, and
foundational issues. Each chapter reviews the historical context for the topic
and then describes current work, including illustrative examples where
appropriate. The level of presentation throughout the book is detailed enough
to convey genuine understanding without overwhelming the reader with technical
material. Ample references are given for readers who wish to pursue topics in
more detail. The book will appeal to both researchers who wish to update their
knowledge of specific quantitative methods, and students who wish to have an
integrated survey of state-of- the-art quantitative methods. This handbook
discusses important methodological tools and topics in quantitative methodology
in easy to understand language. It is an exhaustive review of past and recent
advances in each topic combined with a detailed discussion of examples and
graphical illustrations. It will be an essential reference for social science
researchers as an introduction to methods and quantitative concepts of great
use. This methodological journey allows the reader to experience scaling, tests
and measurement, and statistical methodologies applied to categorical,
multilevel, and latent variables. The journey concludes with a number of
philosophical issues of interest to researchers in the social sciences. It
provides an excellent introduction to broad range of state-of-the-art
quantitative methods applicable to the social sciences. It shows the breadth
and depth of advanced quantitative methods used by social scientists from
numerous interrelated disciplines, it is rich with examples of real-world
applications of these methods, and it provides suggestions for further readings
and study in these areas. It is well worth reading cover-to-cover, and it is a
very useful addition to the reference libraries of all quantitative social
scientists, applied statisticians, and graduate students.
(5) Assessment of factors influencing trainee teachers’ attitudes towards teaching profession in secondary schools: An evidence of education training institutions in Mbeya, Tanzania- byMwenda Charles, Mwidege Asheri M., Sanga Abbas
Aug, 2014
http://www.indianjournals.com/ijor_AdvanceSearch/summary.aspx?query=1&mode=gen
Attitude of trainee teachers
towards teaching profession in Tanzania
secondary schools is a challenge to the education system development at large.
However, little information on factors that influence attitude of trainee
teachers is available. Therefore, the present study examined the factors that
influence trainee teachers’ attitude towards teaching profession in secondary
schools. Quasi-experimental research design and purpose sampling plan were used
to select trainee teachers from Tukuyu teachers’ college, Tumaini
University, and Teofilo
Kisanji University
in Mbeya region. The study used semi structured questionnaires, in which a
sample size of 183 trainee teachers was collected. Descriptive statistics was
used to analyze data using SPSS. Results showed that trainee teachers disliked
teaching profession because of low salaries and poor perception of the society
towards the professional. Therefore, it is concluded that low salary and bad
perception towards teaching profession are factors that influenced negatively
the attitude of trainee teachers towards teaching professional. It is
therefore, recommended that the government should improve salaries for teachers
in secondary schools and the society should regard teaching profession like
other professions.
(6) Re-discovering and re-creating African American historical accounts through mobile apps: The role of mobile technology in history education
2013.12.005
http://www.sciencedirect.com/science/article/pii/S0885985X14000242
This
paper describes a case study of a program called WATCH: Workshop for actively
thinking computationally and Historically. The focus of the program and this
paper was on using mobile application development to promote historical
thinking using a plantation site visit as the focus of inquiry. WATCH was
delivered during an academic enrichment youth program at a major research
university in the Southeast and served a total of 30 African American and
Latino high school students from low socio-economic backgrounds. Through the
theoretical framework of historical thinking, this case study provides
descriptions of the class sessions, students׳ perceptions of and interests in history and students level of
historical thinking through their apps. We make suggestions about how the
instructional activities could be adapted for classrooms, discuss the tensions
of using technology and inquiry pedagogy to support and promote historical
learning, and review the program׳s impact on students׳ agency as learners and critical consumers
and producers of historical accounts.
(7)Teaching American migrations with GIS census web maps: A modified “backwards design” approach in middle-school and college classrooms ☆
http://www.sciencedirecDOI: 10.1016/j.jssr.
2014.02.002
Learning to
use new technologies often involves significant challenges for teachers and
learners. This study follows Tally׳s ((2007).
Digital technology and the end of social studies education. Theory &
Research in Social Education, 35(2), 305–321) challenge to put the “why”
of social studies education first, and then “tinker” with technologies to
discover how they can address learning goals. Using a modified “backward
design” approach ( Wiggins
& McTighe (2005). Understanding by design. ASCD), a design
team of middle school teachers, researchers, and disciplinary experts designed,
enacted, and studied historical inquiry projects in middle school and college
classrooms. Students used online, interactive, historical census data GIS “web
maps” ( Baker
(2005). Internet-Based GIS Mapping in Support of K-12 Education. The
Professional Geographer, 57(1), 44–50) to investigate African
American and Latino migrations. The study presents findings detailing three
emergent learning objectives, highlighting how students׳ presentations with GIS maps evidenced three modes of reasoning
with web maps: (1) making observations with data; (2) drawing inferences from
data; and (3) explaining the limitations of data for inquiry
(8)When
using technology isn׳t enough: A comparison of high school civics teachers׳ TPCK in one-to-one laptop environments.
2014.03.01
http://www.sciencedirect.com/science/article/pii/S0885985X14000229
In this multiple
case study, the authors compare the instruction of two high school civics
teachers during the 2012 Presidential Election. Both were highly-qualified
practitioners who worked in schools with one-to-one laptop initiatives,
creating an environment in which access to digital technology ceased to be an
issue. Although both teachers regularly used technology in their classrooms,
the authors describe stark differences in the complexity and authenticity of
their instruction, which the authors attribute to the teachers׳ technological pedagogical content
knowledge (TPCK). The authors conclude by discussing implications for better
understanding TPCK within civics instruction, specifically in classrooms with
one-to-one laptop access.
19 April 2014
In order
to change the perception of history as collection facts, historians and history
educators must countermand pre-service history teachers׳ experience with and perception of historians as mere
transmitters of knowledge. To do this, historians and history educators must
provide pre-service history teachers׳
opportunities to work alongside historians in the field as a regular feature of
their preparation programs. This exposure not only changes the pre-service
teachers׳ perceptions
of the work of history practitioners and provides deeper understanding of the
construction of history, but also enables future teachers to expand their use
of site-based learning in their classrooms. Rather than advocating the
development of entirely new programs, the authors outline two models, based on
the history education programs at Temple
University and Boston University,
for integrating historic site-based laboratory work into the existing
structures of teacher education programs.
July
2014
http://www.sciencedirect.com/science/article/pii/S0885985X14000230
Given that social studies pedagogy often runs in direct opposition to
how student’s best learn, social studies teacher preparation must intervene by
providing teachers robust experiences for inquiry, interpretation, creation,
and personal meaning making. Digital history represents an area of innovation
in social studies that can be a useful context for interventions. This research
applies a design-based methodology to develop a teacher education activity that
reflects research on digital history and how students learn best by
constructing and extending prior knowledge, processing information into
knowledge, and scaffolding. Design-based research has proven to be suitable as
an intervention for classroom settings in that it can be rapidly refined in
response to ongoing research on an intervention. The research asked what
methods and tools can teacher educators use to promote digital history in their
classrooms. Through the project, 200 teacher education students, over four
iterative design phases, learned to process historical information into
knowledge using technology to communicate refined versions of their knowledge
to outside audiences. Seven design factors and six commonalities and differences
were identified as influencing the design process. The results of this
design-based research informed the development of generalizations and
guidelines for designing similar digital history projects.
CONCLUSION
Research
comprises "creative work undertaken on a systematic basis in order to
increase the stock of knowledge, including knowledge of man, culture and
society, and the use of this stock of knowledge to devise new
applications." It is used to establish or confirm facts, reaffirm the
results of previous work, solve new or existing problems, support theorems, or
develop new theories.
A research project may also be an expansion on past work in the field. To test
the validity of instruments, procedures, or experiments, research may replicate
elements of prior projects, or the project as a whole. The above Researches are
that one which is beneficial for future.
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