Social Studies Education Theory and Teaching Methods
 |
Description
Book Introduction
In the rapidly changing 21st century society, the importance and necessity of civic education are growing, and the role of social studies, the core subject responsible for this, is also growing by the day.
The authors of this book, drawing on their extensive teaching experience as social studies teachers and professors at their respective universities, have attempted to present teaching methods that can be practically applied in educational settings, along with specific and practical examples.
This book is the product of these reflections and experiences, and aims to contribute to enriching and meaningful social studies classes by strengthening the theoretical foundation of social studies education and presenting effective teaching strategies.
The authors of this book, drawing on their extensive teaching experience as social studies teachers and professors at their respective universities, have attempted to present teaching methods that can be practically applied in educational settings, along with specific and practical examples.
This book is the product of these reflections and experiences, and aims to contribute to enriching and meaningful social studies classes by strengthening the theoretical foundation of social studies education and presenting effective teaching strategies.
index
Preface / 3
Part 1: Goals and Class Structure of Social Studies Education
Chapter 1: Concepts and Goals of Social Studies Education / 13
1.
The concept of social studies education ···························································································13
2.
Goals of Social Studies Education ···························································································14
3.
The development of social studies education in Korea ·········································································18
Chapter 2: 2022 Revised Social Studies Curriculum / 29
1.
Direction of Social Studies Curriculum Development ················································································29
2.
Basic Directions for the Development of the Elementary School Social Studies Curriculum ············34
3.
Basic Directions for the Development of the General Social Studies Curriculum in Middle School Social Studies ············· 40
4.
Basic Directions for the Development of the Geography Curriculum in Middle School Social Studies ··········45
Chapter 3: Understanding Social Studies Classes / 51
1.
The Meaning of a Good Class ································································································51
2.
Requirements for a Good Social Studies Class ················································································55
3.
Social Studies Classroom Models and Teaching Techniques 60
Part 2 Social Studies Class Model
Chapter 1: Concept Learning / 67
1.
Concepts and Concept Learning ··················································································67
2.
Meaning and types of concepts ···············································································69
3.
Teaching Principles of Conceptual Learning ·············································································72
4.
Teaching and Learning Process and Application Cases ·······································································76
Chapter 2: Problem-Solving Learning / 79
1.
Meaning ·······································································································79
2.
Objectives and Teaching Principles (Teaching and Learning Process as a Thinking Process) ··········79
3.
Teaching and Learning Process and Points to Note ································································83
4.
Teaching and Learning Process and Application Cases ·······················································84
Chapter 3: Inquiry Learning / 89
1.
Meaning ·······················································································89
2.
Objectives and Principles of Teaching (Teaching and Learning Process as an Explanatory Process) ··········94
3.
Teaching and Learning Process and Points to Note ················································································96
4.
Teaching and Learning Process and Application Cases ·······································································100
Chapter 4: Decision-Making Learning / 103
1.
Meaning ················································································································103
2.
Objectives and Teaching Principles ...........................................................................................104
3.
Teaching and Learning Process and Points to Note ·····························································106
4.
Teaching and Learning Process and Application Cases ·······································································114
Chapter 5: Issue-Centered Discussion Classes (Controversial Issue Classes) / 119
1.
Meaning ················································································································119
2.
Objectives and Teaching Principles ...........................................................................................121
3.
Teaching and Learning Process and Application Cases ·······································································130
Chapter 6: Values Lessons / 137
Section 1: Value Clarification Class ·················································································· 139
1.
Meaning ················································································································139
2.
Structure of Class Procedures and Class Strategies ··················································································140
3.
Lesson Content Materials and Precautions for Use ·······························································147
4.
Teaching and Learning Process and Application Cases ·······································································149
Section 2 Value Analysis Class ·················································································· 153
1.
Meaning ················································································································153
2.
Class procedures and methods ···························································································154
3.
Class materials and precautions for use ·······························································160
4.
Teaching and Learning Process and Application Cases ·······································································162
Part 3: Social Studies Teaching Techniques and Cooperative Learning
Chapter 1: Various Techniques for Social Studies Classes / 167
Section 1 Lecture Method ································································································ 167
1.
Meaning ················································································································167
2.
Pros and Cons ····························································································168
3.
Key Lecture Strategies ·············································································169
4.
Points to note in teaching methods ················································································169
Section 2 Discussion and Debate ·········································································································· 172
1.
Meaning ················································································································172
2.
Prerequisites for discussion and debate ················································································172
3.
Why Discussion and Debate Are Emphasized in Social Studies ····························174
4.
The educational effects of discussion and debate ··································································175
5.
The Teacher's Role in Discussion and Debate ·········································································176
6.
Teaching and Learning Process and Application Cases ·······································································178
Section 3 Role-playing and simulation learning ············································································· 183
1.
Role-play teaching and learning process and application examples ········································································183
2.
Simulation learning process and application cases ·······························································187
Section 4: Character Study ············································································································· 193
1.
Meaning ················································································································193
2.
Criteria for Purpose and Person Selection ··································································194
3.
Things to keep in mind when studying characters ··················································································195
4.
Character Learning Class Model ·························································································196
5.
Character Learning Teaching and Learning Process and Application Cases ··········································197
Section 5 NIE (Newspaper Education) ·········································································· 202
1.
The Meaning of Newspaper Utilization Education ·························································································202
2. NIE's Various Teaching and Learning Strategies ·················································································203
3.
Notes ············································································································205
4.
Newspaper-based Learning Teaching and Learning Process and Application Cases ·················································206
Section 6 Various teaching techniques used recently ················································ 211
1.
Graphic Organizers ······································································211
2.
Decision Trees and Decision Grids ················215
3.
Guest Speakers ············································································219
Chapter 2: Cooperative Learning / 223
Section 1 Understanding Cooperative Learning ······························································································· 223
1.
Constructivism: The Epistemological Foundation of Cooperative Learning ··············································223
2.
History and Development of Cooperative Learning ······················································································226
3.
Characteristics and Significance of Cooperative Learning ······················································································228
4.
The Effects of Cooperative Learning ........................................................................................... 229
Section 2 Types of Cooperative Learning ··························································································· 238
1. STAD (Student Teams-Achievement Division) ··························································239
2. TGT(Teams Games Tournaments) ···············································241
3.
Jigsaw ··················································································································245
4.
Decision-Making Episodes (DME) ············248
5.
Pro-Con Model ·································································································251
Part 4 Social Studies Evaluation
Chapter 1: The Meaning and Types of Educational Evaluation / 259
1.
Definition of Educational Evaluation ...........................................................................................259
2.
Types of Educational Evaluation ...........................................................................................260
Chapter 2: Current Status and Direction of Social Studies Assessment / 265
1.
Current Status of Social Studies Assessment ·······················································································265
2.
Problems with Social Studies Assessment ····················································································267
3.
Direction of Social Studies Evaluation ·······················································································268
Chapter 3: Social Studies Assessment Areas and Methods / 273
1.
Social Studies Assessment Areas ················································································273
2.
Methods of Social Studies Assessment ··········································································277
3.
Social Studies Performance Evaluation ........................................................................................... 280
Part 1: Goals and Class Structure of Social Studies Education
Chapter 1: Concepts and Goals of Social Studies Education / 13
1.
The concept of social studies education ···························································································13
2.
Goals of Social Studies Education ···························································································14
3.
The development of social studies education in Korea ·········································································18
Chapter 2: 2022 Revised Social Studies Curriculum / 29
1.
Direction of Social Studies Curriculum Development ················································································29
2.
Basic Directions for the Development of the Elementary School Social Studies Curriculum ············34
3.
Basic Directions for the Development of the General Social Studies Curriculum in Middle School Social Studies ············· 40
4.
Basic Directions for the Development of the Geography Curriculum in Middle School Social Studies ··········45
Chapter 3: Understanding Social Studies Classes / 51
1.
The Meaning of a Good Class ································································································51
2.
Requirements for a Good Social Studies Class ················································································55
3.
Social Studies Classroom Models and Teaching Techniques 60
Part 2 Social Studies Class Model
Chapter 1: Concept Learning / 67
1.
Concepts and Concept Learning ··················································································67
2.
Meaning and types of concepts ···············································································69
3.
Teaching Principles of Conceptual Learning ·············································································72
4.
Teaching and Learning Process and Application Cases ·······································································76
Chapter 2: Problem-Solving Learning / 79
1.
Meaning ·······································································································79
2.
Objectives and Teaching Principles (Teaching and Learning Process as a Thinking Process) ··········79
3.
Teaching and Learning Process and Points to Note ································································83
4.
Teaching and Learning Process and Application Cases ·······················································84
Chapter 3: Inquiry Learning / 89
1.
Meaning ·······················································································89
2.
Objectives and Principles of Teaching (Teaching and Learning Process as an Explanatory Process) ··········94
3.
Teaching and Learning Process and Points to Note ················································································96
4.
Teaching and Learning Process and Application Cases ·······································································100
Chapter 4: Decision-Making Learning / 103
1.
Meaning ················································································································103
2.
Objectives and Teaching Principles ...........................................................................................104
3.
Teaching and Learning Process and Points to Note ·····························································106
4.
Teaching and Learning Process and Application Cases ·······································································114
Chapter 5: Issue-Centered Discussion Classes (Controversial Issue Classes) / 119
1.
Meaning ················································································································119
2.
Objectives and Teaching Principles ...........................................................................................121
3.
Teaching and Learning Process and Application Cases ·······································································130
Chapter 6: Values Lessons / 137
Section 1: Value Clarification Class ·················································································· 139
1.
Meaning ················································································································139
2.
Structure of Class Procedures and Class Strategies ··················································································140
3.
Lesson Content Materials and Precautions for Use ·······························································147
4.
Teaching and Learning Process and Application Cases ·······································································149
Section 2 Value Analysis Class ·················································································· 153
1.
Meaning ················································································································153
2.
Class procedures and methods ···························································································154
3.
Class materials and precautions for use ·······························································160
4.
Teaching and Learning Process and Application Cases ·······································································162
Part 3: Social Studies Teaching Techniques and Cooperative Learning
Chapter 1: Various Techniques for Social Studies Classes / 167
Section 1 Lecture Method ································································································ 167
1.
Meaning ················································································································167
2.
Pros and Cons ····························································································168
3.
Key Lecture Strategies ·············································································169
4.
Points to note in teaching methods ················································································169
Section 2 Discussion and Debate ·········································································································· 172
1.
Meaning ················································································································172
2.
Prerequisites for discussion and debate ················································································172
3.
Why Discussion and Debate Are Emphasized in Social Studies ····························174
4.
The educational effects of discussion and debate ··································································175
5.
The Teacher's Role in Discussion and Debate ·········································································176
6.
Teaching and Learning Process and Application Cases ·······································································178
Section 3 Role-playing and simulation learning ············································································· 183
1.
Role-play teaching and learning process and application examples ········································································183
2.
Simulation learning process and application cases ·······························································187
Section 4: Character Study ············································································································· 193
1.
Meaning ················································································································193
2.
Criteria for Purpose and Person Selection ··································································194
3.
Things to keep in mind when studying characters ··················································································195
4.
Character Learning Class Model ·························································································196
5.
Character Learning Teaching and Learning Process and Application Cases ··········································197
Section 5 NIE (Newspaper Education) ·········································································· 202
1.
The Meaning of Newspaper Utilization Education ·························································································202
2. NIE's Various Teaching and Learning Strategies ·················································································203
3.
Notes ············································································································205
4.
Newspaper-based Learning Teaching and Learning Process and Application Cases ·················································206
Section 6 Various teaching techniques used recently ················································ 211
1.
Graphic Organizers ······································································211
2.
Decision Trees and Decision Grids ················215
3.
Guest Speakers ············································································219
Chapter 2: Cooperative Learning / 223
Section 1 Understanding Cooperative Learning ······························································································· 223
1.
Constructivism: The Epistemological Foundation of Cooperative Learning ··············································223
2.
History and Development of Cooperative Learning ······················································································226
3.
Characteristics and Significance of Cooperative Learning ······················································································228
4.
The Effects of Cooperative Learning ........................................................................................... 229
Section 2 Types of Cooperative Learning ··························································································· 238
1. STAD (Student Teams-Achievement Division) ··························································239
2. TGT(Teams Games Tournaments) ···············································241
3.
Jigsaw ··················································································································245
4.
Decision-Making Episodes (DME) ············248
5.
Pro-Con Model ·································································································251
Part 4 Social Studies Evaluation
Chapter 1: The Meaning and Types of Educational Evaluation / 259
1.
Definition of Educational Evaluation ...........................................................................................259
2.
Types of Educational Evaluation ...........................................................................................260
Chapter 2: Current Status and Direction of Social Studies Assessment / 265
1.
Current Status of Social Studies Assessment ·······················································································265
2.
Problems with Social Studies Assessment ····················································································267
3.
Direction of Social Studies Evaluation ·······················································································268
Chapter 3: Social Studies Assessment Areas and Methods / 273
1.
Social Studies Assessment Areas ················································································273
2.
Methods of Social Studies Assessment ··········································································277
3.
Social Studies Performance Evaluation ........................................................................................... 280
GOODS SPECIFICS
- Date of issue: August 30, 2024
- Page count, weight, size: 300 pages | 188*257*20mm
- ISBN13: 9788925419824
- ISBN10: 8925419823
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