DETERMINING THE TEACHING AND LEARNING CONCEPTION OF SOCIAL STUDIES TEACHERS

The background of this research begins with the finding of a lack of discipline and responsibility in class VIII C students of SMP Negeri 1 Jenangan. From the results of observations carried out by researchers on October 17 and October 24, 2020, it was found that 53% of students from class VIII C, namely 30 students did not do assignments in Integrated Social Studies subjects. This study aims to identify and analyze the efforts of social studies teachers in instilling the character of discipline and responsibility in students through integrated social studies learning in class VIII C of SMP Negeri 1 Jenangan. This study used qualitative research methods. The analytical technique used in this research is descriptive analysis technique. The results of the study found that the efforts of social studies teachers in instilling the character of discipline and responsibility were through the principle of Contextual Teaching and Learning (CTL) in which the teacher linked the material he studied with students' real world situations. Some of the obstacles in inculcating the character of discipline and responsibility, which include a) family factors, b) environmental factors, c) online learning, d) factors from students. While the solution to the obstacles in planting the character of discipline and responsibility is through, a) Control from the principal, b) Active role of teachers.

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Assessing How Social Studies Teachers in Senior High Schools Use Out-of-Door Activities in Their Teaching in Ho Municipality of Ghana

Social Education Research ◽

10.37256/ser.222021722 ◽

2021 ◽

pp. 185-204

Author(s):

Osumanu Sheik Jibililu

Keyword(s):

High Schools ◽

Social Studies ◽

Mixed Method ◽

Teaching And Learning ◽

Social Studies Teachers ◽

Ministry Of Education ◽

Educational Value ◽

Mixed Method Design ◽

Curriculum Research ◽

The Government

The study explored how social studies teachers in Senior High Schools in the Ho Municipality of Ghana use out-of-door activities in their teaching and learning methodology. Using a concurrent mixed method design, coupled with both convenience and purposive sampling techniques, a total of seventy (70) social studies teachers from fourteen (14) Senior High Schools in the Ho Municipality of Ghana were selected for this study. The instruments for data collection included both interview and questionnaire. Ultimately, the findings from this study revealed that most social studies teachers consider out-of-door activities in their teaching because of its educational value, despite the challenges they admitted to encountering. It was also revealed that social studies teachers do perceive out-of-door activities to be difficult to organize which affect their use of the technique in teaching. This study recommended that, in order to promote the use of out-of-door activities in the teaching and learning of social studies, the government through the Ministry of Education, Ghana Education Service (G.E.S) and Curriculum Research and Development Division (CRDD) should make funds available for senior high schools to organize out-of-door activities, specifically, in the teaching and learning of social studies to enhance students' understanding. Again, the government through the Ministry of Education and G.E.S, should advise heads of institutions to support and encourage teachers, particularly, social studies teachers to embark on out-of-door activities within and outside their school community to boost students' understanding of the concept that is mostly abstract in nature.

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An investigation of high school social studies teachers' understandings of vocabulary teaching and learning

Reading Psychology ◽

10.1080/02702711.2018.1430633 ◽

2018 ◽

Vol 39 (3) ◽

pp. 271-302

Author(s):

Janis Harmon ◽

Marcos Antuna ◽

Lucinda Juarez ◽

Karen D. Wood ◽

Jean Vintinner

Keyword(s):

High School ◽

Social Studies ◽

Teaching And Learning ◽

Social Studies Teachers

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The reality of social studies Teachers Awareness regarding the notion of augmented reality technology and the strategy of its usage in teaching to develop geographical phenomena from the social studies teachers perspectives: واقع وعي معلمي ومعلمات الدراسات الاجتماعية بمفهوم تقنية الواقع المعزز واستراتيجية استخداماتها في التدريس لتنمية الظواهر الجغرافية من وجهة نظرهم

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.n280421 ◽

2021 ◽

Vol 5 (41) ◽

pp. 57-39

Author(s):

Zahraa Mohammed Alsanea, Afrah Hafez Alawaidi Zahraa Mohammed Alsanea, Afrah Hafez Alawaidi

Keyword(s):

Augmented Reality ◽

Social Studies ◽

Teaching And Learning ◽

Point Of View ◽

Social Studies Teachers ◽

Technology In Teaching ◽

Augmented Reality Technology ◽

Computer Based ◽

Teachers Perspectives ◽

High Degree

The aim of the study was to learn about the use of augmented reality technology to understand and develop geographical phenomena from the point of view of social studies teachers. To achieve the objectives of the study the researchers have used a descriptive approach. An augmented reality questionnaire was applied using the augmented reality technology on a random sample consisting of sixty-six participants all of them are social studies teachers of both genders from Al-qunfudhah province, and in order to calculate the degree of use of augmented reality which was used by social studies teachers the arithmetic averages were used. The study presents the following results: The degree of reality in the use of augmented reality that social studies teachers have been used in Al-qunfudhah province, came in a high degree but close to average with an average arithmetic 2.09. As well as the degree of impediments in the use of augmented reality came in a high degree with an average arithmetic 2.40. In the light of the findings of the study researchers have recommended to stress the importance of the use of augmented reality technology in teaching and the need for drawing the attention of the ministry of education's officials to encourage and urge the teachers to use it,building computer-based educational programs based on augmented reality technology,work on overcoming the impediments that limits the use of augmented reality and its impact on both teaching and learning process.Besides achieving positive outcomes through using it.

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Benefits of School-Based Assessment in the Learning of Social Studies

Social Education Research ◽

10.37256/ser.122020458 ◽

2020 ◽

pp. 219-228

Author(s):

Jacob Issaka ◽

Daniel Kwesi Hammond ◽

Patrick Yeyie ◽

Prosper Kofi Agroh

Keyword(s):

Social Studies ◽

Educational System ◽

Teaching And Learning ◽

Tertiary Education ◽

Social Studies Teachers ◽

Continuous Assessment ◽

School Based ◽

The Social ◽

Descriptive Survey

The Ghana government proposed to implement school-based assessment (SBA) in all pre-tertiary education institutions to replace the continuous assessment in 2007. However, any research is yet to be conducted in Biakoye District to find out the benefits of school-based assessment in the teaching and learning of Social Studies. This study examined the benefits of school-Based Assessment as an innovation in Ghanaian educational system in the learning of Social Studies. The descriptive survey was adopted by the study. A total of 40 Social Studies teachers from Biakoye District were purposively selected for the study. It was found that even though the majority of the Social Studies teachers have never attended workshop on the use of SBA, they implemented it in assessing students. The Social Studies teachers used for the study also indicated that the SBA has a lot of benefits in the teaching and learning of Social Studies. The study recommends that workshops should be organized for teachers on SBA so that they could use it effectively.

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