Pub Date : 2022-12-01DOI: 10.1080/00933104.2022.2144569
J. Myers
ABSTRACT To prepare their students to navigate online information about current issues, teachers must be able to critically read a range of diverse and complex data visualizations. This study presents findings from task-based interviews with 25 social studies teachers on their instructional beliefs about the use of diverse data visualization types. In the interviews, teachers ranked two sets of data visualizations for their usefulness in teaching. One set was drawn from textbooks and the other from online media in order to highlight the challenges of visual complexity. The teachers’ rationales for their choices showed that they primarily think of data visualizations as unproblematic and discrete information instead of as sources of evidence that need to be critically evaluated. The results contribute to our understanding of teachers’ thinking about the uses of visual information and suggest implications for preparing teachers to assist students to critically evaluate online visual information.
{"title":"Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations","authors":"J. Myers","doi":"10.1080/00933104.2022.2144569","DOIUrl":"https://doi.org/10.1080/00933104.2022.2144569","url":null,"abstract":"ABSTRACT To prepare their students to navigate online information about current issues, teachers must be able to critically read a range of diverse and complex data visualizations. This study presents findings from task-based interviews with 25 social studies teachers on their instructional beliefs about the use of diverse data visualization types. In the interviews, teachers ranked two sets of data visualizations for their usefulness in teaching. One set was drawn from textbooks and the other from online media in order to highlight the challenges of visual complexity. The teachers’ rationales for their choices showed that they primarily think of data visualizations as unproblematic and discrete information instead of as sources of evidence that need to be critically evaluated. The results contribute to our understanding of teachers’ thinking about the uses of visual information and suggest implications for preparing teachers to assist students to critically evaluate online visual information.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"296 - 323"},"PeriodicalIF":2.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47497239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 10.1080/00933104.2022.2139974
Published in Theory & Research in Social Education (Vol. 50, No. 4, 2022)
发表于《社会教育理论与研究》(2022年第50卷第4期)
{"title":"Reviewer acknowledgments","authors":"","doi":"10.1080/00933104.2022.2139974","DOIUrl":"https://doi.org/10.1080/00933104.2022.2139974","url":null,"abstract":"Published in Theory & Research in Social Education (Vol. 50, No. 4, 2022)","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"21 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/00933104.2022.2140091
A. Whitford
ABSTRACT This study investigates the potential of integrating social studies instruction with critical literacy practices to challenge and/or expand elementary students’ perceptions of gender. Gender stereotypes develop early in childhood and are often reinforced throughout elementary education. Thus, this study examines the use of a framework for social studies pedagogy focused on gender equity and social justice. Using qualitative, interview-based methods, this study examines how elementary students think about gender roles and norms both before and after engaging in an integrated social studies and critical literacy unit intended to challenge stereotypical portrayals of gender. Findings indicate that supplementing social studies education with critical literacy practices has promise in guiding students to critically analyze their own thinking about gender and begin dismantling gender-based stereotypes.
{"title":"Understanding and addressing gender stereotypes with elementary children: The promise of an integrated approach","authors":"A. Whitford","doi":"10.1080/00933104.2022.2140091","DOIUrl":"https://doi.org/10.1080/00933104.2022.2140091","url":null,"abstract":"ABSTRACT This study investigates the potential of integrating social studies instruction with critical literacy practices to challenge and/or expand elementary students’ perceptions of gender. Gender stereotypes develop early in childhood and are often reinforced throughout elementary education. Thus, this study examines the use of a framework for social studies pedagogy focused on gender equity and social justice. Using qualitative, interview-based methods, this study examines how elementary students think about gender roles and norms both before and after engaging in an integrated social studies and critical literacy unit intended to challenge stereotypical portrayals of gender. Findings indicate that supplementing social studies education with critical literacy practices has promise in guiding students to critically analyze their own thinking about gender and begin dismantling gender-based stereotypes.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"264 - 295"},"PeriodicalIF":2.6,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46720437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/00933104.2022.2132894
Thomas Klijnstra, G. Stoel, Gerard J. F. Ruijs, G. Savenije, Carla A. M. van Boxtel
ABSTRACT This study aims to describe components and levels of upper secondary social science students’ reasoning about social problems. We consulted conceptualizations of social scientific reasoning in sociology textbooks and social science education literature, analyzed student papers, and conducted focus groups with social science teachers and teacher educators to define social scientific reasoning by proficiency levels and identify common flaws in students’ reasoning. The papers were written by upper secondary social science students from eight schools in the Netherlands. We defined social scientific reasoning in terms of three components (describing, explaining, and solving problems) and five reasoning activities (causal analysis; use of social scientific concepts, models, and theories; use of evidence; use of perspectives and reflections on them; and comparing). We described these reasoning activities in three proficiency levels supported by practical examples and rubrics for students’ reasoning. These insights can inform teachers and teacher educators in monitoring students’ progression and designing teaching materials and activities that can promote students’ social scientific reasoning.
{"title":"Toward a framework for assessing the quality of students’ social scientific reasoning","authors":"Thomas Klijnstra, G. Stoel, Gerard J. F. Ruijs, G. Savenije, Carla A. M. van Boxtel","doi":"10.1080/00933104.2022.2132894","DOIUrl":"https://doi.org/10.1080/00933104.2022.2132894","url":null,"abstract":"ABSTRACT This study aims to describe components and levels of upper secondary social science students’ reasoning about social problems. We consulted conceptualizations of social scientific reasoning in sociology textbooks and social science education literature, analyzed student papers, and conducted focus groups with social science teachers and teacher educators to define social scientific reasoning by proficiency levels and identify common flaws in students’ reasoning. The papers were written by upper secondary social science students from eight schools in the Netherlands. We defined social scientific reasoning in terms of three components (describing, explaining, and solving problems) and five reasoning activities (causal analysis; use of social scientific concepts, models, and theories; use of evidence; use of perspectives and reflections on them; and comparing). We described these reasoning activities in three proficiency levels supported by practical examples and rubrics for students’ reasoning. These insights can inform teachers and teacher educators in monitoring students’ progression and designing teaching materials and activities that can promote students’ social scientific reasoning.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"173 - 200"},"PeriodicalIF":2.6,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45045838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/00933104.2022.2135471
K. Popielarz, Aaron Galliher
ABSTRACT This study analyzes the use of community-based pedagogy in a social studies methods course to encourage teacher candidates to initiate similar practices in the classroom. Through a culturally sustaining framework, community-based pedagogy encourages teacher candidates to center the assets, knowledge, and experiences of students, families, and local communities in social studies education. This critical qualitative research project examines the possibilities and complexities of teacher candidates conceptualizing, experiencing, and practicing community-based pedagogy in social studies education. The findings demonstrate how the use of community-based pedagogy in teacher preparation may expand the aim and scope of social studies. The implications discuss how teacher educators may collaborate with students, families, school district partners, and intergenerational community members in developing community-based teacher preparation in social studies and beyond.
{"title":"Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies","authors":"K. Popielarz, Aaron Galliher","doi":"10.1080/00933104.2022.2135471","DOIUrl":"https://doi.org/10.1080/00933104.2022.2135471","url":null,"abstract":"ABSTRACT This study analyzes the use of community-based pedagogy in a social studies methods course to encourage teacher candidates to initiate similar practices in the classroom. Through a culturally sustaining framework, community-based pedagogy encourages teacher candidates to center the assets, knowledge, and experiences of students, families, and local communities in social studies education. This critical qualitative research project examines the possibilities and complexities of teacher candidates conceptualizing, experiencing, and practicing community-based pedagogy in social studies education. The findings demonstrate how the use of community-based pedagogy in teacher preparation may expand the aim and scope of social studies. The implications discuss how teacher educators may collaborate with students, families, school district partners, and intergenerational community members in developing community-based teacher preparation in social studies and beyond.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"100 - 127"},"PeriodicalIF":2.6,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49042947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00933104.2022.2129536
Bretton A. Varga, Mark E. Helmsing, C. van Kessel, Rebecca C. Christ
ABSTRACT This article engages with three commonly traversed social studies topics—depictions of violence and death from the French Revolution, during the Vietnam War, and regarding U.S. histories of racial segregation—through the lens of Achille Mbembe’s necropolitics (i.e., political and social machinations of power that determine who lives and who dies). In particular, this article theorizes how specific necropolitical concepts (e.g., necropower, the living dead, and slow death) can be a generative and powerful form of analysis for social studies educators and their students that exposes intersecting complexities between life, death, political alliance, and power. While this article argues that social studies curriculum is replete with undertheorized moments of death and underutilized opportunities to engage with death, this scholarship is guided by the questions: “What place is given to life, death, and the human body (in particular the wounded or slain body)? How are they inscribed in the order of power?” The overall aim of a necropolitical engagement is to foster a deeper understanding of why/how death continues to disproportionately come into being again and again for specific, targeted peoples.
{"title":"Theorizing necropolitics in social studies education","authors":"Bretton A. Varga, Mark E. Helmsing, C. van Kessel, Rebecca C. Christ","doi":"10.1080/00933104.2022.2129536","DOIUrl":"https://doi.org/10.1080/00933104.2022.2129536","url":null,"abstract":"ABSTRACT This article engages with three commonly traversed social studies topics—depictions of violence and death from the French Revolution, during the Vietnam War, and regarding U.S. histories of racial segregation—through the lens of Achille Mbembe’s necropolitics (i.e., political and social machinations of power that determine who lives and who dies). In particular, this article theorizes how specific necropolitical concepts (e.g., necropower, the living dead, and slow death) can be a generative and powerful form of analysis for social studies educators and their students that exposes intersecting complexities between life, death, political alliance, and power. While this article argues that social studies curriculum is replete with undertheorized moments of death and underutilized opportunities to engage with death, this scholarship is guided by the questions: “What place is given to life, death, and the human body (in particular the wounded or slain body)? How are they inscribed in the order of power?” The overall aim of a necropolitical engagement is to foster a deeper understanding of why/how death continues to disproportionately come into being again and again for specific, targeted peoples.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"47 - 71"},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42004899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/00933104.2022.2130121
Cory Wright-Maley
ABSTRACT The more than 200 years of chattel slavery in Canada is an example of the country’s occluded history predicated on structural racism. This study of preservice elementary teachers in a social studies methods course helps to reveal how the history of Black enslavement in Canada has been effectively erased from the national consciousness. Using a symbolic interactionism/grounded theory methodology, I seek to make meaning from more than 70 preservice teachers’ written responses to a reading on slavery and abolition in Canada. This study’s findings help reveal some of the challenges to, and possibilities for, interrogating historical consciousness and national identity narratives as a process of learning within the contexts of methods courses.
{"title":"“Glossed over and missing”: Preservice teachers learn about slavery in Canada","authors":"Cory Wright-Maley","doi":"10.1080/00933104.2022.2130121","DOIUrl":"https://doi.org/10.1080/00933104.2022.2130121","url":null,"abstract":"ABSTRACT The more than 200 years of chattel slavery in Canada is an example of the country’s occluded history predicated on structural racism. This study of preservice elementary teachers in a social studies methods course helps to reveal how the history of Black enslavement in Canada has been effectively erased from the national consciousness. Using a symbolic interactionism/grounded theory methodology, I seek to make meaning from more than 70 preservice teachers’ written responses to a reading on slavery and abolition in Canada. This study’s findings help reveal some of the challenges to, and possibilities for, interrogating historical consciousness and national identity narratives as a process of learning within the contexts of methods courses.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"581 - 606"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45890799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-13DOI: 10.1080/00933104.2022.2118091
T. Patterson, Insook Han, Laurie Esposito
ABSTRACT Historical empathy may be enhanced by virtual reality (VR) technologies, which provide varying degrees of immersion into other time periods and places. This study explored the effects of combining semi-immersive and fully immersive VR with a follow-up writing task to promote historical empathy with adult learners. Thirty-six participants were randomly assigned to view a brief historical film on either a flatscreen or a head-mounted device (HMD). Afterward, participants were again randomly assigned to either a first-person perspective or a factual recall writing prompt before then responding to questionnaires gauging their situational interest. Quantitative and qualitative data were analyzed to provide a holistic interpretation of participants’ development of historical empathy. Results suggest that although type of writing task remains instrumental in promoting historical empathy, immersive VR with an HMD also plays a promising role. Our findings pose important implications for post-secondary, museum, and teacher educators interested in scaffolding VR experiences to promote historical empathy.
{"title":"Virtual reality for the promotion of historical empathy: A mixed-methods analysis","authors":"T. Patterson, Insook Han, Laurie Esposito","doi":"10.1080/00933104.2022.2118091","DOIUrl":"https://doi.org/10.1080/00933104.2022.2118091","url":null,"abstract":"ABSTRACT Historical empathy may be enhanced by virtual reality (VR) technologies, which provide varying degrees of immersion into other time periods and places. This study explored the effects of combining semi-immersive and fully immersive VR with a follow-up writing task to promote historical empathy with adult learners. Thirty-six participants were randomly assigned to view a brief historical film on either a flatscreen or a head-mounted device (HMD). Afterward, participants were again randomly assigned to either a first-person perspective or a factual recall writing prompt before then responding to questionnaires gauging their situational interest. Quantitative and qualitative data were analyzed to provide a holistic interpretation of participants’ development of historical empathy. Results suggest that although type of writing task remains instrumental in promoting historical empathy, immersive VR with an HMD also plays a promising role. Our findings pose important implications for post-secondary, museum, and teacher educators interested in scaffolding VR experiences to promote historical empathy.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"553 - 580"},"PeriodicalIF":2.6,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49408057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.1080/00933104.2022.2117672
Jong-pil Yoon
ABSTRACT This article presents a critical analysis of moral judgment in history education using the case of Cecil Rhodes as an example. For this purpose, I first examine the arguments for and against passing judgment on past actions given by historians, historical philosophers, and history education researchers. Second, I take a close look at the ways students approach moral issues in history and identify the shortcomings in these approaches. Then, I propose three cognitive acts students must perform to fully understand their historical positionality as a moral evaluator: (1) distinguishing between moral values and factual beliefs, (2) examining the consensual statuses of moral values and factual beliefs, and (3) evaluating the reliability of one’s own belief-forming processes. These cognitive acts, though mentioned in the literature in various contexts, have not been systematically analyzed in relation to moral judgment in history education. In the end, I argue that by performing such acts, students will be able to triangulate their position as a moral evaluator relative to the historical actor and his or her contemporaries and understand the epistemic status of their moral judgment.
{"title":"Moral judgment in history education and historical positionality as a moral evaluator","authors":"Jong-pil Yoon","doi":"10.1080/00933104.2022.2117672","DOIUrl":"https://doi.org/10.1080/00933104.2022.2117672","url":null,"abstract":"ABSTRACT This article presents a critical analysis of moral judgment in history education using the case of Cecil Rhodes as an example. For this purpose, I first examine the arguments for and against passing judgment on past actions given by historians, historical philosophers, and history education researchers. Second, I take a close look at the ways students approach moral issues in history and identify the shortcomings in these approaches. Then, I propose three cognitive acts students must perform to fully understand their historical positionality as a moral evaluator: (1) distinguishing between moral values and factual beliefs, (2) examining the consensual statuses of moral values and factual beliefs, and (3) evaluating the reliability of one’s own belief-forming processes. These cognitive acts, though mentioned in the literature in various contexts, have not been systematically analyzed in relation to moral judgment in history education. In the end, I argue that by performing such acts, students will be able to triangulate their position as a moral evaluator relative to the historical actor and his or her contemporaries and understand the epistemic status of their moral judgment.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"530 - 552"},"PeriodicalIF":2.6,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44138293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/00933104.2022.2115959
James Miles, Lindsay Gibson
ABSTRACT Since the early 2000s, the use of the term presentism has rapidly increased in both the historical discipline and public discussions of history. Most recently, presentism has been widely discussed and debated in articles about the pulling down and defacement of statues in countries around the world inspired by the 2020 Black Lives Matter protests. Many of these discussions reveal a lack of clarity and understanding about presentism’s complex nature. Given how important this concept is to the historical discipline, and how often the term is being used in academic, political, and cultural discourses, we believe presentism warrants further attention and discussion from history educators. This article aims to rethink the place of presentism in history education by considering how historians define and categorize common types of presentism, examining key arguments for and against presentism, and analyzing how history educators have approached it. We conclude by making the case that presentism is a necessary and potentially productive concept for history education.
{"title":"Rethinking presentism in history education","authors":"James Miles, Lindsay Gibson","doi":"10.1080/00933104.2022.2115959","DOIUrl":"https://doi.org/10.1080/00933104.2022.2115959","url":null,"abstract":"ABSTRACT Since the early 2000s, the use of the term presentism has rapidly increased in both the historical discipline and public discussions of history. Most recently, presentism has been widely discussed and debated in articles about the pulling down and defacement of statues in countries around the world inspired by the 2020 Black Lives Matter protests. Many of these discussions reveal a lack of clarity and understanding about presentism’s complex nature. Given how important this concept is to the historical discipline, and how often the term is being used in academic, political, and cultural discourses, we believe presentism warrants further attention and discussion from history educators. This article aims to rethink the place of presentism in history education by considering how historians define and categorize common types of presentism, examining key arguments for and against presentism, and analyzing how history educators have approached it. We conclude by making the case that presentism is a necessary and potentially productive concept for history education.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"509 - 529"},"PeriodicalIF":2.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42479411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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