scholarly journals Status of the Usage of Active Learning and Teaching Method and Techniques by Social Studies Teachers

2016 ◽  
Vol 4 (7) ◽  
pp. 1553-1562 ◽  
Author(s):  
Özkan Akman
Keyword(s):  
Active Learning ◽  
Social Studies ◽  
Teaching Method ◽  
Social Studies Teachers ◽  
Learning And Teaching

scholarly journals Digital Storytelling Experiences of Social Studies Pre-Service Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 70
Author(s):  
Emine Özlem Yiğit
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Interpretative Phenomenological Analysis ◽  
Digital Storytelling ◽  
Phenomenological Analysis ◽  
Social Studies Teachers ◽  
Learning And Teaching ◽  
Face To Face ◽  
Survey Questions ◽  
Digital Stories

The purpose of the present study is to determine the pre-service social studies teachers’ opinions about digital storytelling process that they were experienced during 2018-2019 fall term. Mainly, their attitudes towards learning and teaching are tried to determine according to their opinions after their digital storytelling experiences. This study employed an Interpretative Phenomenological Analysis (IPA) as a framework. Pre-service teachers were encouraged to create their own digital stories by telling the story along with the pictures through programs like windows movie maker, IMovie and so on. Data were collected through a survey and with semi-structured face to face interviews. A survey developed by researcher was given to all students who were enrolled to democracy and human rights course in 2018-2019 fall term and a total of 37 students completed it. Six pre-service social studies teachers in the group were selected for face to face interviews depended on their answers to survey questions. Three of them were who generally stated most positive views towards the digital storytelling process and other three were who generally reflected the challenges and difficulties during the process.

scholarly journals Why We Teach: Autobiographies of Traditionally and Alternatively Certified Pre-Service Social Studies Teachers

2014 ◽  
Author(s):  
Susan Santoli
Keyword(s):  
Active Learning ◽  
Social Studies ◽  
Social Studies Education ◽  
Learning Opportunities ◽  
Social Studies Teachers ◽  
Alternatively Certified ◽  
Traditional Certification ◽  
The Social ◽  
K 12 ◽  
Significant Adults

This study describes the analysis of the social studies autobiographies of 46 students compiled over a 15 month period. Two major questions were addressed: (1) what motivational patterns are revealed in these autobiographies and (2) what differences and similarities exist in the autobiographies of students seeking alternative and traditional certification. Both groups noted the influence of family and other significant adults, and the influence of social studies teachers, both K-12 and postsecondary, in their decisions to pursue social studies teaching careers. There were more similarities than differences between the two groups. The autobiographies echoed influences that are found in the literature, and reveal that active learning opportunities and inspiring teachers are important in motivating students to pursue careers in social studies education.

scholarly journals Evaluation of the social studies course on Education Information Network (EBA) in accordance with the opinions of pre-service teachers

2021 ◽  
Vol 16 (3) ◽  
pp. 1244-1256
Author(s):  
Nazike Karagozoglu
Keyword(s):  
Social Studies ◽  
Teaching Method ◽  
Health And Safety ◽  
Course Evaluation ◽  
Social Studies Teachers ◽  
Information Network ◽  
Teaching Materials ◽  
The Social ◽  
Evaluation Phase ◽  
Education In Turkey

The Fatih Project has been one of the big steps in the field of education in Turkey, which aims to reflect the developments in technology and communication to education. The Education Information Network (EBA), which was created in 2011 within the scope of the project, was put into service as an online platform for integrating technology with education. With the introduction of distance education in line with health and safety measures during the COVID -19 outbreak, the usage area and importance of the EBA has increased. Various courses and teaching materials suitable for all education levels was provided through this platform. The aim of the current study is to reveal the opinions of pre-service teachers about the social studies course delivered on the EBA during the pandemic process. Case study, one of the qualitative research models, was used in the current study. 25 pre-service social studies teachers who voluntarily participated in the study watched a total of 75 lessons delivered from July to October for 5th, 6th, 7th grade students and evaluated those lessons in terms of attention-drawing, motivation, teaching methods and techniques, teaching materials, evaluation and communication elements. "Course Evaluation Form" was used as data collection tool. Content analysis was carried out on the evaluations made by the teachers. According to the pre-service teachers, the attention-drawing phase of the social studies lessons delivered through the EBA was neglected in most of the lessons, and the teaching method was limited to the method of lecture, question-answer, and case method. In addition, it was determined that while the evaluation phase of the courses was insufficient, the use of teaching materials was sufficient. Some characteristics of the teachers who teach the lessons such as the tone of voice and body language were generally found to be sufficient.   Keywords: Education Information Network, social studies, teachers’ opinions

scholarly journals “The Little Architects” workshop an active learning and teaching method for children in need

2019 ◽  
Vol 66 ◽  
pp. 01024
Author(s):  
Cristina Maria Povian
Keyword(s):  
Active Learning ◽  
Alternative Education ◽  
Teaching Methods ◽  
Rural Areas ◽  
Summer School ◽  
Teaching Method ◽  
Learning And Teaching ◽  
Early School ◽  
Summer Schools ◽  
First Time

One of the European Commission's priorities in education is to reduce early school leaving to less than 10% across European countries by 2020. If, in some Member States, progress in effective policies is satisfactory in 2018, many countries are still far from achieving goal. Unfortunately, Romania is in the category which still has problems with this situation. The aim of this article is to analyze a case of educational program that uses active learning and teaching methods with children in need from rural areas of Romania. For almost ten years, the nongovernmental association "Alternative Education" organized summer schools for children in Timiș County. The paper describes and analyzes the creative workshop "The Little Architects", used by this association for the first time in the activities of the summer school in 2018, and presents the benefits of using active learning methodology in order to attract children to school and improve the percentage of early school leavers.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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