scholarly journals Ämnesövergripande undervisning i SO-ämnena i svensk grundskola - vad säger lärarna?

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Tord Göran Olovsson
Keyword(s):  
Social Studies ◽  
Teaching Practice ◽  
National Curriculum ◽  
State Level ◽  
Religious Studies ◽  
Compulsory School ◽  
The Social ◽  
Knowledge Requirements ◽  
Complex Knowledge ◽  
The Individual

Det har från statligt håll under många år funnits en ämnesövergripande ambition för undervisningen i SO i årskurs 4–6 i svensk grundskola. I och med införandet av den nuvarande läroplanen (Lgr 11) fick dock de enskilda SO-ämnena (geografi, historia, religionskunskap och samhällskunskap) en mera framträdande roll i kursplanerna. Lgr 11 innebar också att betyg infördes från årskurs 6, med kunskapskrav för varje SO-ämne. Lgr 11 föreskriver dock också att eleverna ska ges möjligheter att arbeta ämnes-övergripande. Det finns dock indikationer på att undervisningen i SO i årskurs 4–6 på många skolor, inte sker ämnesövergripande. Studiens syfte är att beskriva och analysera möjligheter och utmaningar som lärare i årskurs 4–6 ser med ämnesövergripande undervisning i SO. Det empiriska materialet består av semi-strukturerade intervjuer med sex lärare. Resultaten, analyserade främst i relation till Blanck (2014), Ross (2006a) samt Carlgren (2016) visar att möjligheter som lärarna anger med ämnesövergripande undervisning i SO är att det kan ge eleverna helhetsförståelse och sammanhang, utifrån lärarnas beskrivningar av vad som är gemensamt för SO-ämnena. Utmaningar för ämnesövergripande undervisning gäller främst bedömning och betygsättning i förhållande till kunskapskraven i varje SO-ämne. Lgr 11:s summativa bedömningsfokus avspeglar sig i lärarnas resonemang, och påverkar även deras undervisningspraktik, främst på så sätt att det försvårar elevers utveckling av de mer komplexa kunskaper som ämnesövergripande undervisning kan ge. Nyckelord: ämnesövergripande undervisning, SO-ämnen, synteskunskaper, bedömning, kunskapskrav Subject-integrated teaching in the social studies subjects in Swedish compulsory school – What do the teachers say? AbstractFor many years, at the state level, there has been an ambition for subject-integrated teaching in years 4–6 in Swedish compulsory school. However, with the introduction of the current national curriculum (Lgr 11), the individual social studies subjects (civics, geography, history and religious studies) became more prominent in the national syllabi. Lgr 11 also included a new grading system, now starting from year 6, with knowledge requirements for each social studies subject. However, Lgr 11 also stipulates that students should be given the opportunity to work subject-integrated. But there are indications that current teaching in social studies in years 4–6 at many schools, does not occur subject-integrated. The purpose of the study is to describe and analyse teachers’ views of opportunities and challenges regarding subject-integrated teaching in social studies in years 4–6. The study is based on interviews with six teachers. The results, analysed mainly in relation to Blanck (2014), Ross (2006a) and Carlgren (2016), show that the teachers state that the potential in subject-integrated teaching is that it can develop students’ understanding of the whole, based on the teachers’ descriptions of what is common for the social studies subjects. Challenges for subject-integrated teaching mainly concern assessment and grading, in relation to the knowledge requirements in each subject. The summative focus in Lgr 11 is also reflected in the teachers’ views, and also affects their teaching practice, primarily in such a way that the summative focus makes it difficult for students to develop the more complex knowledge that subject-integrated teaching can provide. Keywords: subject-integrated teaching, social studies subjects, synthesized knowledge, assessment, knowledge requirements

Foreign Policy and the Social Construction of State Identity

2010 ◽  
Author(s):  
Paul A. Kowert
Keyword(s):  
Foreign Policy ◽  
Domestic Politics ◽  
State Level ◽  
Individual Characteristics ◽  
The State ◽  
Foreign Policy Analysis ◽  
State Identity ◽  
Psychological Theories ◽  
The Social ◽  
The Individual

Foreign policy analysis benefits from careful attention to state identity. After all, identity defines the field itself by making it possible to speak both of policies and of a domain that is foreign. For some scholars, identity has proven useful as a guide to agency and, in particular, to agent preferences. For others, identity has served as a guide to social or institutional structure. Theories of state identity can be divided into three categories: conditions internal to agents, social interactions among agents, and “ecological” encounters with a broader environment. Internal conditions refer to either processes or constraints that operate within the agent under consideration. In the case of the state, these may include domestic politics, the individual characteristics of citizens or other internal actors, and the collective attributes of these citizens or other actors. Although internal causes are not social at the state level, they nevertheless have social implications if they give rise to state identity, and they may themselves be social at a lower level. The social interactions of states themselves constitute a second source of identity, one that treats states as capable of interacting like persons. This approach essentially writes large social and psychological theories, replacing individuals with the state. Finally, the ecological setting or broader environment is a third possible source of identity. The environment may be material, ideational, or discursive, and treated as an objective or a subjective influence.

Framework for Evaluating Math Educational Materials for Constructing Early Number Concept

2020 ◽  
Vol 3 (1) ◽  
pp. 48-60
Author(s):  
Chrysanthi Skoumpourdi ◽  
Antonia Matha
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Material ◽  
Early Years ◽  
Early Age ◽  
Educational Materials ◽  
Number Concept ◽  
The Social ◽  
Early Number ◽  
The Individual

Teaching and learning of mathematics, due to their abstract nature, are enhanced, especially at an early age, using educational materials. The wide variety of the available math’s educational materials requires teachers to evaluate them in order to incorporate them to their teaching practice. Contributing to this field, the purpose of this paper is dual. Firstly, it intends on defining the factors that could be included in a framework for evaluation of math educational material. Secondly, it aims on using this framework to evaluate specific educational materials that are used for the construction of early number concept. The results showed that the factors that could compose a framework of evaluating math educational materials could be related with 1. Evaluation of the material itself, independently of its context of use, 2. Evaluation of the material in the social context of its use, as well as 3. Evaluation of materials’ acceptability to the general educational community. From the evaluation of specific educational materials that are used for the construction of early number concept it seemed that no material itself could be considered, as suitable for teaching all the individual constructs of the number concept in early years’ mathematics, according to the developed framework.

scholarly journals Undergraduates’ Perception on their English Learning Process: Preliminary Step toward “Foundations of Social Studies” CLIL-Based Material Development

2021 ◽  
Vol 17 (4) ◽  
pp. 49
Author(s):  
Rahmati Putri Yaniafari ◽  
Ajeng Ayu Rihardini ◽  
Agung Wiradimadja
Keyword(s):  
Social Studies ◽  
Learning Process ◽  
English Learning ◽  
Curriculum Assessment ◽  
Material Development ◽  
Need Analysis ◽  
University Curriculum ◽  
The Social ◽  
Speaking Performance ◽  
The Individual

Abstract: English has emerged as the language of scientific communication (Björkman, 2011; Jenkins, 2006). Given the significance of English, in addition to ESP courses that have been incorporated in university curriculum, the CLIL method can be one of the choices for improving students' English mastery. Before implementing CLIL and creating the necessary resources, a comprehensive investigation is required to determine the ‘what' and ‘how' the content, curriculum, assessment, and evaluation will be produced (Flowerdew, 2013). Prior to developing “Fundamental of Social Studies” CLIL-based content, this research intends to analyse several aspects. It investigates: (1) the significance students place on grammar, vocabulary, and language skills in the English learning process; (2) the students' preferences in English learning activities; and (3) the language components that students improved the most. Students in the Social Studies Program were given a survey. The implication based on the findings is that future material developments are recommended to include audio-materials, pay more attention to speaking activities, and incorporate more diverse grammar activities. Moreover, the type of activities involved are suggested to include group work as it is favoured by the students; especially for speaking performance. Group speaking performance is preferred then the individual one for it lessen the anxiety.     Keywords: CLIL, Need Analysis, Material Development, ESP, Social Studies

The Individual in the Social Studies Program

1939 ◽  
Vol 30 (8) ◽  
pp. 344-348
Author(s):  
Robert H. Knapp
Keyword(s):  
Social Studies ◽  
The Social ◽  
The Individual

scholarly journals CONCEPTUALIZATION OF THE PANDEMIC PHENOMENON IN PHILOSOPHY, THEOLOGY AND RELIGIOUS STUDIES: COMPARATIVE ANALYSIS

2020 ◽  
Vol 15 (1) ◽  
pp. 27-30
Author(s):  
Vitalii Turenko ◽  
Viktoriia Viktoriia
Keyword(s):  
Comparative Analysis ◽  
Religious Studies ◽  
Political Freedom ◽  
Religious Organizations ◽  
Binary Opposition ◽  
Current Crisis ◽  
Crisis Situation ◽  
The Social ◽  
Special Direction ◽  
The Individual

The article provides a comparative analysis of the pandemic discourse in such areas of human knowledge as philosophy, theology and academic religious studies. The philosophical discourse associated with the pandemic phenomenon aims to reflect on the relationship between the individual and the social, the personal and the political, freedom and non-freedom. Through the concept of "biopolitics" philosophy considers this concept as a factor of modern power, although at the same time the epidemic becomes the basis for seeing the Other in a special way and helping him in the current crisis situation. It has been established that in a theological context, a pandemic is not only God's punishment for the sins of ignorance, but also one of the potential options for self-improvement. Theological discourse examines not only the causes of pandemics in humanity, but also tries to understand its teleological nature in the life of every person. The situation of the pandemic creates a special direction in theology, which has already been referred to as "quarantine theology", "pandemic theology", "virus theology", or "coronavirus theology" in general. It was revealed that in academic religious studies, the phenomenon of a pandemic is revealed in the threat-challenge binary opposition. Accordingly, within the framework of this discourse, the study of the specifics of the implementation of the activities of religious organizations, the characteristics of state-confessional relations, as well as the possible consequences of epidemics is carried out. Also, religious understanding focuses not so much on the study of the causes of epidemics, diseases, etc., but focuses on highlighting the specifics of the functioning of religious organizations in such a crisis situation, the peculiarities of state-confessional relations during a pandemic, and disclosing potential consequences for the spiritual , and the laity.

scholarly journals Social Integration, Consolidation, and Trust in the Risky Societies: Hitch-Hiking Case and it’s Heuristic Possibilities

2019 ◽  
Keyword(s):  
Social Relations ◽  
Interpersonal Trust ◽  
Main Tool ◽  
State Level ◽  
Social Institutions ◽  
Modern World ◽  
Theoretical Approaches ◽  
The Social ◽  
The Media ◽  
The Individual

The article analyzes the phenomenon of trust in risky societies by the example of hitchhiking as a practice of free travel on non-scheduled transport. It is emphasized that trust is the fundamental component of the actualization of the hitchhiking as a sociocultural phenomenon and practice, alternative to other types of spatial mobility. The processes of the emergence and reproduction of interpersonal trust in risk societies are investigated. Attention is paid to the interdependence of personified trust and trust to social institutions. Theoretical approaches to the study of risk and trust, presented in the works of such researchers as U. Beck, A. Giddens, N. Luhmann, P. Bourdieu, are reviewed. The characteristic is given to the car as to the main tool for the implementation of hitchhiking practices. In the modern world, it has both practical and symbolic functions: spatial movement and maintaining of the social status of the individual. The historical experience of developing hitchhiking at the state level and the attempts of its institutionalization are analyzed. An example of two countries (USSR, FRG) strategies shows that such experience was quite successful. Attention is focused on hitchhiking coverage in the media, which forming a negative discourse about this phenomenon. The role of hitchhiking in the formation of interpersonal trust is considered. It is demonstrated that hitchhiking helps to build a positive image of the “other”, and also creates a situation in which trust becomes a core component of social relations. Without this component such relations are impossible. The conclusion is made that the process of institutionalization of the hitchhiking as a well-established sociocultural practice can contribute to the social consolidation of modern Ukrainian society.

scholarly journals Facing the New Situation of Religious Education in Iceland

Religions ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 537
Author(s):  
Gunnar J. Gunnarsson
Keyword(s):  
Social Studies ◽  
Religious Education ◽  
Religious Diversity ◽  
National Curriculum ◽  
Curriculum Guide ◽  
The Social ◽  
Societal Changes ◽  
Compulsory Schools ◽  
New Situation ◽  
Shed Light

Over the last two decades, Iceland has faced rapid societal changes in many ways, and cultural and religious diversity has grown faster than ever before. This has influenced the curricula of religious education. In 2011/2013, drastic changes were made to the National Curriculum Guide, and the curricula of individual subjects were merged into larger entities. Religious education thus became a part of the social studies curriculum, together with history, geography, sociology, life skills, ethics and philosophy. The aim of this article is to explore and discuss the influences of the societal changes in Iceland on religious education in compulsory schools. As little research exists on the consequences of the changes made to the curriculum for the practice of religious education, the focus will also be on some of the research that can shed light on the changing conditions of religious education in Iceland, such as Icelanders’ attitudes towards religion, and parents’ attitudes towards religious education in compulsory school. Particular attention will be paid to research into young people’s views towards the growing cultural and religious diversity in Iceland. The aim is to understand better the new situation of religious education in Iceland and the changes that have been made to the National Curriculum Guide.

scholarly journals Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables

2021 ◽  
Vol 10 (3) ◽  
pp. 1008
Author(s):  
Melek Körükcü ◽  
Zafer Tangülü
Keyword(s):  
Social Studies ◽  
Social Responsibility ◽  
Teacher Candidates ◽  
The Social ◽  
Significant Difference ◽  
Social Studies Teacher ◽  
Medium Level ◽  
Faculty Of Education ◽  
The Individual ◽  
Responsibility Scale

<p><span>The purpose of this research was to determine the individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. The research was in survey model. The study group of the research consisted of 179 pre-service teachers who studied at Social Studies Teaching Program in the Faculty of Education at Niğde Ömer Halisdemir University, Turkey in the 2019-2020 academic year. Data collection tools used in the study are a Demographic Information Form developed by the researcher, Individual Social Responsibility Scale and Global Social Responsibility Scale. The data were analyzed through SPSS 20. The results of the study showed that the social studies teacher candidates' levels of individual social responsibility are high while those of global social responsibility are at medium level. It is also found that there is a significant difference in the individual and global social responsibility levels in terms of gender in favor of female pre-service teachers while there is no significant difference in terms of age variable. Also, the results show that the individual and social responsibility levels of pre-service teachers who have foreign friends are higher than those who do not have foreign friends. Another result of the study is that individual social responsibility levels predict social responsibility levels.</span></p>

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