Pub Date : 2022-12-31DOI: 10.37561/sse.2022.12.61.4.131
Yoonjoo Lee
{"title":"Study on the Necessity of Social Studies Issues-Centered Instruction and Community Political Participation","authors":"Yoonjoo Lee","doi":"10.37561/sse.2022.12.61.4.131","DOIUrl":"https://doi.org/10.37561/sse.2022.12.61.4.131","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89611860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.37561/sse.2022.12.61.4.19
Yongkyo Chung
{"title":"The Practice and Performance of Global Citizenship Education for Building a Korean-style Global Village: Focusing on Seopmari Village, Geumcheon, Gyeongbuk-do","authors":"Yongkyo Chung","doi":"10.37561/sse.2022.12.61.4.19","DOIUrl":"https://doi.org/10.37561/sse.2022.12.61.4.19","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81797884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.37561/sse.2022.12.61.4.71
Byung-il Yang
{"title":"Function of Elementary School Geographic Textbooks in Japanese colonial era from the Perspective of the Pacific War: Focusing on Geography Textbooks used during the 3rd Joseon Education Imperial Order (Joseonkyoyukryung)","authors":"Byung-il Yang","doi":"10.37561/sse.2022.12.61.4.71","DOIUrl":"https://doi.org/10.37561/sse.2022.12.61.4.71","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74342781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.37561/sse.2022.12.61.4.55
Myung-hee Lee, C. Gim
{"title":"Necessity and Content Composition of History Textbooks in Major Fields for Specialized High School Students: Focusing on the Field of Information and Communication","authors":"Myung-hee Lee, C. Gim","doi":"10.37561/sse.2022.12.61.4.55","DOIUrl":"https://doi.org/10.37561/sse.2022.12.61.4.55","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78589770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.37561/sse.2022.12.61.4.113
Youngmi Jeon, Moon-Seong Jeong
{"title":"Comparative Analysis of Media Literacy-Related Content of Korean and German Middle School Social Studies Textbooks","authors":"Youngmi Jeon, Moon-Seong Jeong","doi":"10.37561/sse.2022.12.61.4.113","DOIUrl":"https://doi.org/10.37561/sse.2022.12.61.4.113","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87734483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Villella, Rosa Ferragina, Leonardo Lupinacci, Victoria Güerci, Gema Fioriti, F. Bifano, Alejandra Almirón, Susana Ammann
In this article, we share the design and implementation of the preparatory phase of a didactical experiment with teachers of mathematics, using informatics technologies, in classrooms intended for young teenagers from 12 to 17 years old from the province of Buenos Aires, Argentina. We based this design on the contributions of different theoretical frameworks (MTSK, Mathematical Working Space, Collaborative Research, Teaching experiment methodology) and analysed the data obtained from the administration of an instrument created ad hoc, to generate information that will allow us to build the didactical experiment. We conclude that the design of the experiment requires a joint reflection between the groups of teachers and researchers, to make the teacher's specialised knowledge explicit, guarantee its performance and goal achieving.
{"title":"Teachers Who, While Using Technological Devices to Teach Mathematics, (Re) Construct Their Specialised Knowledge","authors":"J. Villella, Rosa Ferragina, Leonardo Lupinacci, Victoria Güerci, Gema Fioriti, F. Bifano, Alejandra Almirón, Susana Ammann","doi":"10.37256/ser.4120231833","DOIUrl":"https://doi.org/10.37256/ser.4120231833","url":null,"abstract":"In this article, we share the design and implementation of the preparatory phase of a didactical experiment with teachers of mathematics, using informatics technologies, in classrooms intended for young teenagers from 12 to 17 years old from the province of Buenos Aires, Argentina. We based this design on the contributions of different theoretical frameworks (MTSK, Mathematical Working Space, Collaborative Research, Teaching experiment methodology) and analysed the data obtained from the administration of an instrument created ad hoc, to generate information that will allow us to build the didactical experiment. We conclude that the design of the experiment requires a joint reflection between the groups of teachers and researchers, to make the teacher's specialised knowledge explicit, guarantee its performance and goal achieving.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89836931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study assessed stakeholders' perceptions of enhancing students' acquisition of life skills competencies through social science curricula. It was guided by an objective that reads to assess stakeholders' perceptions of improving students' acquisition of life skills competencies through social science curricula. The study was carried out in Mbeya, Chunya, Mbarali, Rungwe and Kyela districts of the Mbeya region in Tanzania, using a case study research approach. The study sample was sixty-five (65) respondents. An interview was used as a data collection method. This study recognises Geography, History and Civics curricula as social science curricula. It indicates that the perceptions of stakeholders of improving students' acquisition of life skills competencies through social science curricula are theoretically applied with no life skills orientations. The application of the curricula lacks workshops, experiments and comprehensive fieldwork activities which could add value to students during the acquisition of life skills competencies. It was realised that the curricula are teacher-centred whereby teachers prepare notes for students to copy. It is a banking model where the teacher deposits notes to students while students remain as a receiver of everything from the teacher. Students are directed to copy, read and reread notes for them to pass the national examination which helps to join the next level of schooling. It was noted that the curricula prepare bookish students with no life skills competencies. The curricula do not offer an opportunity for failure and those who pass the exams but cannot proceed with further studies due to the extreme poverty of family. It is recommended that the ministry of education, science and technology is responsible for making sure that social science curricula are implemented practically.
{"title":"Stakeholders' Perceptions of Improving Students' Acquisition of Life Skills Competencies through Social Science Curricula","authors":"Itiha Mwachande, J. Lukindo, E. Mtitu","doi":"10.37256/ser.4120232108","DOIUrl":"https://doi.org/10.37256/ser.4120232108","url":null,"abstract":"This study assessed stakeholders' perceptions of enhancing students' acquisition of life skills competencies through social science curricula. It was guided by an objective that reads to assess stakeholders' perceptions of improving students' acquisition of life skills competencies through social science curricula. The study was carried out in Mbeya, Chunya, Mbarali, Rungwe and Kyela districts of the Mbeya region in Tanzania, using a case study research approach. The study sample was sixty-five (65) respondents. An interview was used as a data collection method. This study recognises Geography, History and Civics curricula as social science curricula. It indicates that the perceptions of stakeholders of improving students' acquisition of life skills competencies through social science curricula are theoretically applied with no life skills orientations. The application of the curricula lacks workshops, experiments and comprehensive fieldwork activities which could add value to students during the acquisition of life skills competencies. It was realised that the curricula are teacher-centred whereby teachers prepare notes for students to copy. It is a banking model where the teacher deposits notes to students while students remain as a receiver of everything from the teacher. Students are directed to copy, read and reread notes for them to pass the national examination which helps to join the next level of schooling. It was noted that the curricula prepare bookish students with no life skills competencies. The curricula do not offer an opportunity for failure and those who pass the exams but cannot proceed with further studies due to the extreme poverty of family. It is recommended that the ministry of education, science and technology is responsible for making sure that social science curricula are implemented practically.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83957372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
College transition is a phase that every college student must face; however, not everyone experiences it smoothly. With the growing number of First-Generation College Students (FGCS) in rural China, this qualitative study examines how these students and their parents make their college transition. Guided by Schlossberg's Transition Theory, we analyzed students' write-ups that recorded mealtime conversations of 103 rural families in China on three themes: Self, Support and Strategies. It is found that most FGCS felt frustrated because of the lack of concrete strategies to cope with the college transition and choose their study major. While parents functioned as the important emotional support for FGCS to continue their study, these parents also experienced struggles themselves, including a lack of knowledge and experience about the higher education system, and being unprepared to separate from their children who are leaving for college. With this knowledge, recommendations are provided to better support rural FGCS and their parents to go through college transition, such as launching university orientation week, preparing reader-friendly infographic leaflets, and setting up more FGCS funding in China.
{"title":"Making the College Transition in China-Rural First-Generation College Students and Their Parents","authors":"M. Cheng, Yi-Shuai Xie, S. Lo","doi":"10.37256/ser.4120232155","DOIUrl":"https://doi.org/10.37256/ser.4120232155","url":null,"abstract":"College transition is a phase that every college student must face; however, not everyone experiences it smoothly. With the growing number of First-Generation College Students (FGCS) in rural China, this qualitative study examines how these students and their parents make their college transition. Guided by Schlossberg's Transition Theory, we analyzed students' write-ups that recorded mealtime conversations of 103 rural families in China on three themes: Self, Support and Strategies. It is found that most FGCS felt frustrated because of the lack of concrete strategies to cope with the college transition and choose their study major. While parents functioned as the important emotional support for FGCS to continue their study, these parents also experienced struggles themselves, including a lack of knowledge and experience about the higher education system, and being unprepared to separate from their children who are leaving for college. With this knowledge, recommendations are provided to better support rural FGCS and their parents to go through college transition, such as launching university orientation week, preparing reader-friendly infographic leaflets, and setting up more FGCS funding in China.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83273547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analyzed the possibility of saving on textbook costs without sacrificing student performance by using Open Educational Resources (OER) at no cost to students as a replacement for high-priced commercially printed books. Approximately two hundred students enrolled in business and economics courses at Kingsborough Community College of the City University of New York from Fall 2016 to Fall 2018 were assessed in this study. Using summative assessments and course grades as a measure of students' performance, the findings showed that students in courses using OER as compared to students in the same subject area using traditional textbooks perform equally well. Therefore, OER materials that are available to students at no cost alleviate the higher costs that students incur for the purchase of traditional textbooks without a sacrifice or loss of student performance. These findings suggest that adopting open educational resources, even if no positive effect can be detected, can be used because they save students money on textbook costs, especially financially struggling students, without negatively affecting their learning and performance in the course.
{"title":"Open Educational Resources Adoption Reduces Textbook Costs without Sacrificing Student Performance in Business and Economics Courses at a Community College","authors":"Dorina Tila, D. Levy","doi":"10.37256/ser.4120231842","DOIUrl":"https://doi.org/10.37256/ser.4120231842","url":null,"abstract":"This study analyzed the possibility of saving on textbook costs without sacrificing student performance by using Open Educational Resources (OER) at no cost to students as a replacement for high-priced commercially printed books. Approximately two hundred students enrolled in business and economics courses at Kingsborough Community College of the City University of New York from Fall 2016 to Fall 2018 were assessed in this study. Using summative assessments and course grades as a measure of students' performance, the findings showed that students in courses using OER as compared to students in the same subject area using traditional textbooks perform equally well. Therefore, OER materials that are available to students at no cost alleviate the higher costs that students incur for the purchase of traditional textbooks without a sacrifice or loss of student performance. These findings suggest that adopting open educational resources, even if no positive effect can be detected, can be used because they save students money on textbook costs, especially financially struggling students, without negatively affecting their learning and performance in the course.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81716271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Dujardin, J. Écalle, Christophe Gomes, A. Magnan
This article is a systematic review of summer reading programs from 2012 to 2021 and provides a synthesis of 16 articles on summer programs in children from prekindergarten through Grade 8 together with several individual and environmental characteristics (e.g., socioeconomic status, the language of learning, reading and/or behavioral disabilities). Compared to a control group, most studies have shown improvements, or at least no loss, in reading and writing skills and social behaviors. This is the reason why the programs are designed to incorporate a holistic approach to child development and are increasingly used in preparation for the next grade. Furthermore, this article highlights the heterogeneity of the intervention programs in terms of duration (2 weeks to 8 weeks), parental involvement (involved or not in literacy development) and type of intervention (at home vs. at center/school). Finally, the effectiveness of the programs is considered and the characteristics of and tips for successful programs are indicated.
{"title":"Summer Reading Program: A Systematic Literature Review","authors":"E. Dujardin, J. Écalle, Christophe Gomes, A. Magnan","doi":"10.37256/ser.4120231923","DOIUrl":"https://doi.org/10.37256/ser.4120231923","url":null,"abstract":"This article is a systematic review of summer reading programs from 2012 to 2021 and provides a synthesis of 16 articles on summer programs in children from prekindergarten through Grade 8 together with several individual and environmental characteristics (e.g., socioeconomic status, the language of learning, reading and/or behavioral disabilities). Compared to a control group, most studies have shown improvements, or at least no loss, in reading and writing skills and social behaviors. This is the reason why the programs are designed to incorporate a holistic approach to child development and are increasingly used in preparation for the next grade. Furthermore, this article highlights the heterogeneity of the intervention programs in terms of duration (2 weeks to 8 weeks), parental involvement (involved or not in literacy development) and type of intervention (at home vs. at center/school). Finally, the effectiveness of the programs is considered and the characteristics of and tips for successful programs are indicated.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76842414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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