Search

This Q methodological study explored the ways preservice and in-service social studies teachers engaged with a collection of social media posts about the Black Lives Matter movement. The study asked participants to share their reactions to the posts as well as how they would determine which posts they might present to their students in the classroom. The analysis of the Q sorts identified three subject positions available to these social studies teachers--labeled the Context Provider, the Data Debater, and the Critical Confronter. Notably, each of these subject positions was underscored by a prevalent discourse of teachers working as a Guide on the Side. These findings suggest that social studies teachers' pedagogical imaginings of engaging students with social media content and in the analysis of current social and political movements for justice are significantly informed by dominant discourses of teacher "neutrality". [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sociology of Education is the property of Journal of Sociology of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractThe ongoing US-China geopolitical tension occupies news headlines in both states. In the US, suspicion and hostility against China have become a bipartisan agreement. The historically-rooted ostracization against Chinese Americans means that US-China relationship has deep implications on Chinese Americans’ lives, but research into how they negotiate this geopolitical tension is scant. Meanwhile, teaching transnational citizenship through social studies education can challenge the normative discourses of citizenship that often sustain nationalism and neglect migrants’ affiliation with multiple states, but how transnational citizenship is affected by geopolitical tension is an underexplored topic. Using Asian Critical Theory and transnational citizenship, this study interviewed Chinese migrant youths who received social studies education in both China and the US. While the youths reconstructed “Chineseness” and “Americanness” based on their lived experiences across borders, they also shared a pessimistically optimistic outlook toward the prospect of the US-China relationship. The youths developed a transnational citizenship that is characterized by their collective unbelonging in neither the US nor China. Their social studies curriculum failed to challenge the normative discourses of citizenship and failed to provide a critical space for them to discuss migration. This study also discusses the theoretical and pedagogical implications of the youths’ experiences. [ABSTRACT FROM AUTHOR]

In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers' 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry. [ABSTRACT FROM AUTHOR]

The study explores the urgency of eco-pedagogic as a social study teaching materials approach in Jakarta schools and relevant content lifted in developing social studies teaching materials by eco-pedagogics approach. This research used a qualitative method. The collected data were analyzed using triangulation techniques used the participant observation, FGD, and interview involving 28 social studies teachers at schools in North Jakarta and Kepulauan Seribu. Then, it was processed with device NVivo 12 software. The research results showed that (1) The teacher considered that eco-pedagogic approach became a need for developing social studies teaching materials in coastal schools, (2) Relevant content in eco-pedagogic-based teaching materials covered aspects of sustainability environment coast, utilization of environmental functions, and natural resource management. The development of teaching materials was carried out by considering the learning objectives that include evaluation of coastal and marine resource potential, designing solutions to environmental problems, and argument presentation. The proposed learning model in teaching materials was Project-based Learning. In conclusion, the development of ecopedagogy-based teaching materials is very needed as an environmental conservation effort, because in previous research there were no teaching materials that focused on coastal and marine environments. Then, the content contained in social studies teaching materials is eco-pedagogically based with a project-based learning model can be an enriching reference for students at coastal junior high schools in Jakarta focusing on relevant content and using appropriate learning models is expected that students can understand better and care about the coastal and marine environment.

The climate crisis is an urgent issue that requires immediate and significant international action and is tightly connected to several other global problems such as biodiversity loss, economic inequality, and countercurrents to democracy. Therefore, enabling the construction of an agentive role in relation to the crisis is a crucial task for education. According to the national core curriculum, Finnish social studies teaching should aim for active democratic citizenship. The article analyses the linguistic construction of agency in relation to climate issues in social studies textbooks from a discursive perspective, examining the rhetoric of positioning and addressing the reader as an active agent. The article draws an overall image of agency regarding the climate in textbooks and examines its implications. Four categories of orienting to the crisis and constructing agency in relation to it are identified: (1) constructing agency against the crisis; (2) stating the unsustainable nature of the current system; (3) enlisting ways of making an impact in general; and (4) representing the absence of crisis. Based on the findings, this article suggests that textbooks do not fully utilise their status as a forum for imaging our capacity to act to stop the climate crisis and, therefore, fall short of the goals set in the curriculum. [ABSTRACT FROM AUTHOR]

The marginalization of social studies has led to many questions about how elementary teachers include social studies in their curriculum. Using a survey distributed to Texas teachers, this study explores the instructional strategies, integration emphasis, and content area instructional time utilized in the elementary classroom. Through a quantitative study, results indicate a significant relationship with emphasizing controversial issues in social studies with language integration and art integration. Also, teachers in earlier grade levels were more likely to emphasize controversial issues than the older grade levels. Lastly, implications for teacher education are discussed. [ABSTRACT FROM AUTHOR]

The integration of Artificial Intelligence (AI) in secondary social studies education is revolutionizing the way students prepare for their future. By embedding 'Future Ready Practical Life Skills' into the curriculum, educators can effectively address the question, "Why do I have to learn this?" and equip students with the necessary competencies for success in college, careers, and active civic life in an AI-dominant future. This article explores how AI nurtures critical thinking, digital literacy, adaptability, ethical reasoning, and civic engagement -- skills that are crucial not only for navigating advanced technologies but also for dealing with daily life situations. By creating a dynamic and personalized learning experience, AI-driven social studies education fosters vital competencies for students to confidently face challenges and make informed decisions in their personal and civic lives. This paradigm shift in teaching and learning sets students up for success in an AI-shaped future while empowering them to navigate the complexities of daily life. [ABSTRACT FROM AUTHOR]

This article explores how the Crash Course video series are being used as a content-focused resource in the social studies classroom. It argues that the Crash Course series, alongside its YouTube competitors, has significantly stepped in to fill a vacuum left by criticisms and the unpopularity of lectures, textbooks, and feature films. With over 15 million subscribers and accumulated views over 1.9 billion, Crash Course has become an important and ubiquitous force in history and social studies classrooms and represents a new genre of educational media found on YouTube. However, the dramatic rise in the popularity of educational videos online has not coincided with a growth in educational research, particularly in social studies and history education. This article explores the findings of a mixed-methods study that examines how and why history and social studies teachers are using Crash Course videos in their teaching and planning. In particular, it analyses descriptive statistics derived from the results of a teacher survey (n = 181) and semi-structured interviews with seven social studies teachers who have used Crash Course in their classrooms. The authors found that teachers in the study are regularly using the Crash Course video series to deliver content which is clearly meeting a need many social studies teachers have. The videos-short, easily accessible, and fun-fit nicely with demands to keep students engaged, reduce reliance on textbooks, and explore new content that teachers have little time to learn themselves. This study also found that rarely, if ever, are teachers inviting students to evaluate or assess the content, trustworthiness, or perspective of Crash Course videos. This article discusses what is gained and what are the risks of embracing Crash Course in the social studies and history classroom. [ABSTRACT FROM AUTHOR]

Copyright of Kırıkkale University Journal of Social Sciences is the property of Kirikkale University Journal of Social Science (KUJSS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum. This is explored through a case study analysis of the two iterations of the Victorian Curriculum: History post-Apology— 2012 and 2016—the latter of which remains in current use. Using discourse analysis methods, this article argues that the inclusion of colonial injustice in the post-Apology era signals a consensus that has emerged around the significance of representing injustice in history curriculum, and by extension, for shaping future citizens. Through close textual analysis of the curriculum documents, this article finds that representations of historical injustice have been organized by four frames: memorialization, equivalence, personalization, and human rights. It argues that these frames curtail opportunities for the development of an understanding of the structural character and effects of settler colonialism, and limit consideration of the longer history of Indigenous sovereignty and self-determination. These failures raise questions about how impending reforms might respond to the contemporary political context where treaty negotiations and formal truth-telling with First Nations' polities are unfolding. [ABSTRACT FROM AUTHOR]

This paper leans into alterlife (Murphy, 2017) and connectivity ontologies (Harrison, 2015) to consider the implications of more-than-witness(es/ing) (our term) on social studies education. Taking a narrative approach, we engage with three more-than-human bodies (e.g., Boulder, Forest, Document(s)) in an effort to expand how act(or/ion)s of coloniality are registered, conceptualized, and disrupted. By opening our learning to the agency of more-than-humans and what they have witnessed, we ask: What might social studies be(come) if we (e.g., educators, students, researchers) affirmed the voices of more-than-human bodies in teaching and learning? And, what, if we quieted ourselves and listened, can we learn from more-than-human bodies who bear witness to the actions of humans across time and space? [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research explores students' perceptions of mobile game-based learning models in social studies instruction. A descriptive quantitative design was used, with a questionnaire survey given to 31 students with experience with mobile game-based learning models. The research results show that students generally have a positive perception of mobile game use in Social Studies learning, with the majority agreeing that mobile games increase their engagement and motivation. The study also identified several factors influencing student engagement and motivation, such as the relevance and quality of game content, the level of interactivity and feedback provided, and integration with the curriculum. The findings show that the mobile game-based learning model can potentially increase students' enthusiasm for learning social studies, especially for Generation Z students accustomed to using digital devices in their everyday lives.

The 4.0 industrial revolution demands changes in all fields, including education. Every educational institution is required to produce graduates with good digital competencies and be able to observe digital phenomena in their surroundings, help combat cyberbullying, fight hoaxes, and create educational content. This research aims to prove the relevance between the core curriculum topics and the competency demands required in the workplace. This research uses a quantitative approach with a survey method. The survey was conducted on users and alumni of Tadris IPS (Social Studies Education) spread across the regions of Cirebon, Indramayu, Majalengka, and Kuningan. The research results show that: 1) The Tadris IPS Curriculum, which is based on the KKNI (National Higher Education Curriculum Framework) curriculum, is still relevant to be implemented, but it still has weaknesses in accommodating 21st-century skills. 2) The graduate competencies needed in the digital era are graduates who have good digital literacy and are able to collaborate with students regarding the use of digital media and master the security and ethics of using digital media. 3) The relevance of the Tadris IPS curriculum to the demands of the workplace is considered to have high relevance. This is evidenced by the survey results which show an average of 65% of courses in the Tadris IPS department are "very relevant" to the competency demands of the workplace.

We have learned that we, as teachers and teacher educators, need to be aware of the risk of reproducing uncritical approaches in educational interventions on migration. - Without crucially reflecting on their own practice, even social studies teachers dedicated to anti-racist thinking risk reproducing assimilationist values. - The article argues that this risk can be mitigated when teachers critically evaluate their own practice as a precondition for facilitating transformative learning in their students. Purpose: The article aims to critically reflect on a classroom situation where we, as upper secondary social studies teachers, were complicit in reproducing and soliciting assimilationist values in a student assignment. Design/methodology/approach: We use a critical reflective model to 1) reflect on our discomfort at this complicity, 2) analyse the assimilationist values reproduced, and 3) redesign the assignment to promote inclusive citizenship. Findings: The article exposes the risk and potential of being vulnerable about our practice as teachers and of opening the classroom as a safe space for critical thinking. Findings: More research is needed on how social studies teachers understand integration and how they (re)design their own assignments. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative study involved interviews with 31 social studies educators (teachers, district leaders, teacher educators, and state social studies specialists) who took part in standards development committees across 18 states and Washington, DC. Researchers found that some participants were able to form communities of practice and believed they had agency to enact goals, such as incorporating inquiry and increasing diversity into the standards. However, teacher participants, in particular, reported that their sense of agency diminished as standards moved through the process. Many participants did not believe that the final standards represented their community of practice's shared goals, but instead the goals of others outside their community, such as politicians or special interest groups. We conclude with several recommendations for the improvement of state standards creation and review processes. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this interpretative case study, the researchers examined the democratic and multicultural beliefs and related practices of 11 preservice social studies teachers in the northeastern United States. They collected interview, observation, and classroom artifact data throughout the participants' teacher preparation experience. Using Banks's typology of citizenship as the theoretical framework, this study found: (1) Most of the participants had clear definitions of democratic citizenship, but only a few had a specific focus on critical multiculturalism. (2) Participants with strong content knowledge and social justice beliefs were better able to enact classroom-based multicultural democratic education. This study illuminates the need to prepare beginning teachers to teach for a multicultural view of democratic citizenship through building on their prior beliefs and supporting their use of justice-oriented practice. [ABSTRACT FROM AUTHOR]

Critical thinking is the skill to objectively analyze, evaluate, and solve problems using logical and rational thinking. Critical thinking skills are useful in many aspects of life, including making effective decisions and evaluating arguments. Students’ critical thinking skills refer to students’ skills to actively analyze, evaluate, and solve problems rationally. The purpose of this research is to know the analysis of critical thinking skills in IPS education programs. This literature review study used the systematic literature review (SLR) method. The analysis showed that there is variation in the level of critical thinking ability among social studies students. Some students may demonstrate higher abilities in analyzing, evaluating, and relating social studies-related information, while others may still need to improve their critical thinking skills. The need for improvement in the critical thinking skills of social studies education students; and the need for an increase in learning approaches that focus on the development of critical thinking. Teachers can integrate teaching strategies that stimulate analytical thinking. [ABSTRACT FROM AUTHOR]

This article presents the findings from a yearlong narrative inquiry of teacher enactment of state mandated curricular reform in middle level social studies. Four brief narratives and cross-narrative themes are presented to provide examples of the complexities of teacher decision making and positionality when implementing new reforms. Analysis found teachers engaged in dynamic processes of interpreting, negotiating, and responding when enacting the SS reforms. Further, this enactment manifested in three themes. These found teachers engaging in ethical determinations, grappling with competing expectations, and feeling fatigued resistance. This article provides a nuanced, narrative perspective on teacher enactment of SS curricular reforms, finding teacher perceptions an important, but not all-encompassing element of teacher decision making. [ABSTRACT FROM AUTHOR]

Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indigenous Communities. Through vignettes describing our own research practices, we propose three attributes of anticolonial participatory research responsibility in social studies. We emphasize the need for Indigenous leaders to drive research processes and planning; integrated, relational views of theory, practice, research, and policy to transcend binary understandings and colonial outcomes of social studies education; and long-term, reciprocal partnerships with community members, to center Indigenous community practices and Knowledges in order to expand possibilities for social studies education. The article explores these features, their demands, and implications for all readers as educators on Indigenous Lands. [ABSTRACT FROM AUTHOR]

In this essay, Jacob Pleasants, Dani el G. Krutka, and T. Philip Nichols outline a vision for how technology education can and ought to occur through the core subject areas of science, social studies, and English language arts. In their argument for the development of a technoskeptical stance for thinking critically and making informed decisions about technology, they discuss past and current efforts to address both the teaching and use of technology within the subject areas and possibilities for a deeper and more coherent technology education. To support that goal, they present the Technoskepticism Iceberg as a conceptual framework to identify the technical, psycho social, and political dimensions of technology and highlight ways of thinking with greater depth about those dimensions. [ABSTRACT FROM AUTHOR]

Purpose: Evaluate a methodology for developing community-based social studies education field laboratories; develop a comprehensive model for field laboratories, integrating classroom learning with realworld applications; provide insights for integrating field laboratories into social studies education, emphasizing experiential learning and community engagement. Method: This mixed method research design, adopting both qualitative and quantitative techniques, employed interviews, documentation, and questionnaire as data collection instruments. The qualitative data examined the objectives of research as well as design and learning products; the quantitative data showed trial results of field laboratory through the response scores of expert validators and respondents. Findings: By following the concept of living laboratory, learning becomes a participatory experience of events that are actually present and takes place in the practice of life. In addition, learning that involves facilitative relationships carried out by lecturers to students in a more egalitarian atmosphere will make the learning process more fun and creative. The study thus proves the dynamics that the phenomenon under study can be experienced and understood contextually and actually. Implications for Research and Practice: A community-based social studies education field laboratory development model can also be developed virtually in response to the conditions of the COVID-19 pandemic outbreak which initiated policies like learning from home. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Science Research (2146-8257) is the property of International Journal of Social Science Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Estetik metinlerin kullanılması ve yaratılması yoluyla estetik deneyimler edinmenin sosyal bilgiler içeriğiyle daha derin etkileşimler başlatacağı düşünüldüğünden bu araştırmanın problemini “Sosyal Bilgiler dersi öğretmenlerinin estetik metinleri nasıl işlevsel hale getirebilir?” sorusu oluşturmaktadır. Dolayısıyla bu araştırmanın amacı, estetik metinlerin Sosyal Bilgiler dersinde kullanım yollarını keşfetmek, dersin niteliğini artırmak, dersin kazanımlarını daha kalıcı bir şekilde gerçekleştirmek ve estetik deneyim aracılığıyla öğrencilerin hem psikolojik iyi oluşlarını hem de derse motivasyonlarını sağlamaktır. Bu araştırmada sosyal bilgiler dersini daha etkili hale getirmek hedeflendiğinden eylem araştırması yöntemi seçilmiştir. Bu araştırma da Sosyal Bilgiler derslerinin daha etkili hale gelmesi için bir geliştirme, dönüştürme sürecini hedeflemekte olduğu için amaçlı örnekleme kullanılarak çeşitli okullarda bilfiil görev yapmakta olan Sosyal Bilgiler öğretmenleri katılımcı olarak belirlenmiştir. Araştırmanın verileri 2022-2023 eğitim öğretim yılında muhtelif okullarda görev yapan 12 Sosyal Bilgiler öğretmeninin katıldığı eylem planı sürecinde toplanmıştır. Araştırmada kullanılan veri toplama araçları ön algı ve son algı formu, etkinlik değerlendirme rubriği, yarı yapılandırılmış görüşme formu ve araştırmacı günlüğü olarak sıralanabilir. Elde edilen veriler içerik analizi aracılığıyla çözümlenmiştir. Bu araştırmada Sosyal Bilgiler dersi öğretmenleriyle sanat etkinlikleri/estetik metinleri keşfetme yolculuğuna çıkılmıştır. Bu yolculukta yaşanan estetik deneyimlerin hem öğretmenlerin mesleki ve kişisel gelişimleri açısından hem de öğrencilerin bütüncül gelişimi bakımından etkili olacağı sonucuna varılmıştır.

The climate crisis is an urgent issue that requires immediate and significant international action and is tightly connected to several other global problems such as biodiversity loss, economic inequality, and countercurrents to democracy. Therefore, enabling the construction of an agentive role in relation to the crisis is a crucial task for education. According to the national core curriculum, Finnish social studies teaching should aim for active democratic citizenship. The article analyses the linguistic construction of agency in relation to climate issues in social studies textbooks from a discursive perspective, examining the rhetoric of positioning and addressing the reader as an active agent. The article draws an overall image of agency regarding the climate in textbooks and examines its implications. Four categories of orienting to the crisis and constructing agency in relation to it are identified: (1) constructing agency against the crisis; (2) stating the unsustainable nature of the current system; (3) enlisting ways of making an impact in general; and (4) representing the absence of crisis. Based on the findings, this article suggests that textbooks do not fully utilise their status as a forum for imaging our capacity to act to stop the climate crisis and, therefore, fall short of the goals set in the curriculum.

This article draws on qualitative case studies of student-centered classroom activities to consider how pedagogy and classroom climate interact with students' emotional experiences in the classroom. Findings suggest that teachers' beliefs about the purpose of classroom discussion influence their attendance to students' emotions in a way that affects levels of safety, trust, and respect within the classroom, which affects students' willingness to participate in class. These case studies provide examples of what open classroom environments look like in liberal, social constructivist settings and what happens when teachers attempt to incorporate more radical pedagogies. They also demonstrate the challenges that might make it difficult to maintain an open climate in light of the complex and dynamic relationships students have with one another, with their teacher, and with their social role in the classroom group. [ABSTRACT FROM AUTHOR]

Social studies education research lauds the importance of schools as spaces to practice democratic values while also largely ignoring the agency youth exercise to shape their lives in the present. This article explores how young people organize and enact democratic practices within youth-mediated contexts in schools by examining the pedagogy of solidarity that adults must enact to support youths' visions of democratic life. This qualitative study examines youth organizers' response to the murder of a Black man in their community and how adults acted in solidarity or against their civic action. The findings elucidate how youth organizing and action can be re-framed as democratic actions and what it takes for adults to make this epistemic and ontological maneuver. The article concludes with a discussion about implications for social studies research when centering youth agency, as well as an analysis of social education beyond the classroom and adult-centered understandings of democratic education. [ABSTRACT FROM AUTHOR]

Individuals can encounter non-governmental organizations (NGOs), one of the most significant experiences of citizenship, during the early stages of their education. Individuals with foundational experiences at the primary school level, as they reach the middle school level, gain the opportunity to better understand the meaning and importance of NGOs through social studies and equivalent courses. Determining how students perceive NGOs at the end of this educational period is crucial in shaping education about NGOs and citizenship education. This study aimed to reveal the middle school 7th-grade students' point of view on the NGO and NGO-citizen relationship. The study was carried out as a qualitative study. The qualitative study sample consisted of 39 (20 females, 19 males) 7th-grade students selected with purposive sampling methods. The data collected with open-ended questions were analyzed with content analysis. As a result of the study, it was determined that the students considered NGOs in terms of helping people and volunteerism. On the other hand, it was also seen that the students did not mention the political characteristics of the NGOs. It was found that students have a perspective of looking out for mutual benefit in the relationship between the NGO and the citizenship. In addition, all the students emphasized the responsibility to support the NGOs. Nevertheless, this mentioned support was more financial, and there was not enough emphasis on the support provided by social and political participation. [ABSTRACT FROM AUTHOR]