scholarly journals Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy

2021 ◽  
Author(s):  
Esen DURMUŞ ◽  
Müşerref Kübra KINACI
Keyword(s):  
Teacher Education ◽  
Environmental Education ◽  
Social Studies ◽  
Ecological Literacy ◽  
Education Students ◽  
Social Studies Teacher ◽  
Social Studies Teacher Education ◽  
The Impact ◽  
Teacher Education Students

scholarly journals Improvement of Creative Thinking Ability of Elementary Teacher Education Students in Utilizing Traditional Games in Social Studies Learning

2020 ◽  
Vol 7 (2) ◽  
pp. 235-250
Author(s):  
Hana Sakura Putu Arga ◽  
Faridillah Fahmi Nurfurqon ◽  
Riga Zahara Nurani
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Elementary Teacher ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Quasi Experimental ◽  
Teacher Education Students

Creative thinking skills of elementary teacher education students' needs to be improved in a fun social studies learning process. One of the lessons that can make learning a pleasant atmosphere is to apply knowledge by applying traditional games. This research aims to increase the creativity of elementary teacher education students in utilizing traditional games to preserve the nation's culture. The research method used was a quasi-experimental design with a nonrandomized pretest-posttest control group. The instrument used in this study was a tablet-shaped observation instrument. This research shows that learning science by applying traditional games can improve elementary teacher education students' creative thinking skills. It can be seen from the learning outcomes of elementary teacher education students social studies using traditional games that are better than conventional learning.

Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons

2020 ◽  
pp. 002248712094804
Author(s):  
Alexander Cuenca
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Social Studies ◽  
Academic Language ◽  
Qualitative Content Analysis ◽  
Instructional Design Process ◽  
College Career ◽  
Social Studies Teacher ◽  
Core Practices ◽  
Social Studies Teacher Education

As states, school districts, and teachers continue to adopt the inquiry-based principles of the College, Career, and Civic (C3) Framework, social studies teacher education must engage in a concomitant instructional shift to focus its efforts on preparing inquiry-based educators. One possible approach is to organize social studies teacher education around core practices. In this study, I attempt to surface the core practices found in social studies classrooms through a qualitative content analysis of the lessons using the Inquiry Design Model (IDM), an instructional design process based on the elements of the C3 Framework. Seven core practices to organize social studies teacher education are proposed: (a) establishing social studies academic language, (b) helping students recognize the interdisciplinary nature of social studies phenomena, (c) using interpretive questions, (d) helping students organize inquiries, (e) connecting inquiries to students’ lives, (f) structuring opportunities for discussion, and (g) extending inquiry into the civic lives of students.

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