Effective Social Constructivist Approach to Learning for Social Studies Classroom

Autor/in	Shah, Rajendra Kumar
Titel	Effective Social Constructivist Approach to Learning for Social Studies Classroom
Quelle	In: Journal of Pedagogical Research, 3 (2019) 2, S.38-51 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shah, Rajendra Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Constructivism (Learning); Social Studies; Foreign Countries; Elementary School Students; Grade 6; Instructional Effectiveness; Cultural Capital; Cultural Background; Teaching Methods; Elementary School Teachers; Textbooks; National Curriculum; Teacher Attitudes; Diversity; Stereotypes; Rural Areas; Knowledge Level; Nepal + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Textbook; Text book; Schulbuch; Lehrbuch; Lehrerverhalten; Klischee; Rural area; Ländlicher Raum; Wissensbasis
Abstract	The major aim of the present study is to address the question do we have any alternative of deficit model of teaching learning? For this purpose, teachers of social studies teachers were interviewed and teaching learning practices of social studies has been evaluated. The researcher adopts the theoretical underpinnings of socio-cultural approach to learning and tries to design and execute constructivist teaching learning setting for teaching social studies. It emerges from the analysis of these constructivists pedagogic settings that it helps to develop and sustain a culture of inquiry in the classroom where the strong interface between students' everyday knowledge and school knowledge take place. The paper concluded that for moving deficit model of teaching learning, knowledge should be viewed as co-constructed, negotiated and situated entity, knower should have agency and the voice in process of knowing and the process learning should be dialogic. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01