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In this article we examine preservice teachers' ideas about the role of multicultural citizenship education in social studies classrooms. We use qualitative techniques to explore data collected from observations and interviews with preservice teachers enrolled in a secondary social studies methods course. The findings suggest that even when teacher education programs are designed around goals of promoting multicultural citizenship education, preservice teachers' pre-existing and emerging ideas about social studies content and classrooms can limit their thinking and practice with transformative social studies pedagogy.

PurposeThe majority of states and school systems within the USA have implemented the Common Core State Standards, but with this implementation and focus on language arts and mathematics, many believe that social studies education has lagged. The purpose of this paper is to investigate preservice teachers’ social studies self-efficacy, experiences, and beliefs. Participants were preservice teachers in a required education course. During this course, preservice teachers were required to complete a 20-hour practicum within a school. Participants completed a teacher social studies self-efficacy scale, as well as a reflection questionnaire and course discussions. Results showed that preservice teachers reported that they did not have social studies experiences within the practicum. Implications of this study support preservice teachers having additional social studies education and C3 Framework mastery experiences.Design/methodology/approachWith regard to the teacher’s sense of efficacy scale, descriptive statistics (means, standard deviations) were calculated. Following qualitative tradition (Glaser and Strauss, 1967; Miles and Huberman, 1994), the author used a constant comparative method to code the reflection questionnaire and group discussions. This included calculating answers and coding themes across the sources. These data gleaned insight into the participants’ experiences within the course and practicum regarding the domain of social studies education.FindingsTo answer research question 1, means and standard deviations were calculated. Using the social studies teacher’s sense of efficacy scale, participants reported M=6.4, SD=1.25. Research question 2 concerned whether or not participants were given a mastery experience (practicum/tutoring) in social studies. Moreover, if they were not given such an experience, in what domain did they work? Results indicated that a few participants (19 percent) stated that they had an opportunity to tutor in social studies. Most reported that the majority of their tutoring is in reading (58 percent) or mathematics (24 percent).Research limitations/implicationsThe findings from this study inform social studies research as it focuses on teacher social studies self-efficacy and mastery experiences within a practicum. First, preservice teachers in this study had relatively low self-efficacy beliefs in the domain of social studies. Second, the participants had very few mastery experiences in social studies. Finally, preservice teachers seem to feel that they will enjoy teaching social studies, and they did learn social studies within their schools.Practical implicationsTeacher educators are constrained in the time that they have to impart knowledge, pedagogy, and efficacy beliefs on preservice teachers. While evolving legislative mandates are at the forefront of many aspects of teaching, a teacher’s belief in his or her ability to teach may be what leads to perseverance in the classroom. Experiences within social studies classrooms and a use of the C3 Framework will help to highlight teachers’ and students’ growth within the domain of social studies. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge.Social implicationsThe future of social studies education within the classroom seems to be a dire situation. The consequence of the marginalization of social studies within the classroom is twofold. First, students to do have direct social studies instruction. Second, preservice teachers do not have an opportunity to observe or teach within this domain. As stated earlier, legislation is guiding classroom instruction. However, if teachers and schools are informed, social studies education does not have to disappear from student’s classroom time. School systems and teachers who have not yet done so should begin to consider using the C3 Framework.Originality/valueThe need to understand preservice teachers’ social studies self-efficacy beliefs is of importance given the constraints that they will most likely be facing once they enter the classroom. In other words, if preservice teachers are expected to teach children social studies, teacher educators should understand their learning of and beliefs about teaching in this domain. This study focused on preservice teachers’ self-efficacy and social studies beliefs. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge. Today, there are limitations wherein preservice teachers do not have many experiences with social studies. Future approaches should focus on offering more mastery experiences to preservice teachers.

The purpose of social studies education is to help them develop positive values against themselves and their environment. An important task of social studies course is to ensure that children learn values they will need in social life. Social studies teachers have an important role to achieve these goals. It seems to be important that knowing what are the teacher candidates’ views regarding the values aimed to be taught in social studies lessons. So that teacher candidates’ awareness about the social studies program can be determined. This study aimed at learning teacher candidates’ ideas about the values aimed to be taught in Social Studies lessons and about values education. In this study case study, one of qualitative methods, was employed. Data were collected by questionnaires prepared by the researcher. Participants of the study were social studies teacher candidates. Criterion sampling method was used for the study. The collected data was analysed according to content analysis method. At the end of data analysis, teacher candidates’ views regarding the values aimed to be taught in social studies lessons and about the state of these values in terms of importance were evaluated. Recommendations were made in line with these considerations.

Objectives: There is a growing interest in embedding virtual technology such as Augmented Reality (AR) into social studies classrooms. Unfortunately, many social studies teachers struggle with technology in general, including AR-aided learning. Method: To help them learn how to employ AR technology effectively, this study used the ADDIE model to develop a set of AR instructional considerations based upon constructivist learning theory. Results: The authors validated this work via two rounds of expert panel review in four different domains: instructional design and development, technology-based theory in social studies classrooms, AR technology and education, and teaching social studies. In all, twelve experts reviewed the considerations, answering detailed, open-ended survey questions in round 1, and completed a rubric in round two. Conclusion: The resulting consideration set, should provide useful guidance for social studies teachers to integrate AR technology into their classroom practice.

This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the Technology in Education Survey (TIES). The scale ranged from 1-10, with 1 being the lowest score, indicating not important or not competent, and 10 being the highest score, indicating very important or very competent. Due to the cultural context of the study, the researcher used an Arabic-language version of the survey used by Al Ghazo (2008). The convenience sample (n = 221) was a blend of male (n = 135) and female teachers (n = 86). A significant interaction was found between age and gender of social studies teachers and their perceptions of competency needed to implement technology. Female teachers who were thirty or younger and who were thirty-one to thirty-nine scored the highest mean of perceptions of competency toward implementing technology in social studies classrooms, higher than all male teachers, while male and female teachers who were forty or older scored the same lowest mean (49.5) of perceptions of competency. Female teachers with the least teaching experience had high perceptions of competency for implementing technology in social studies classrooms, while female teachers with the most teaching experience had lower perceptions of competency than male teachers. The result of the study provides useful information to social studies educators, professional development leaders, national policy makers and teachers of social studies who are interested in understanding the factors that affect technology use in social studies classrooms in Jordan

Toward Assessing Internet Use in the Social Studies Classroom: Developing an Inventory Based on a Review of Relevant Literature

PurposeThe purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective dimensions of educative experiences for how they might forward an ethical ideal of caring.Design/methodology/approachThis case study was conducted in a second-grade classroom at a small, diverse, urban, independent K-8th grade elementary school. Data were gathered from six sources: notes from the participating second-grade teacher’s planning meetings over the course of a two and a half month unit of instruction about genealogy; lesson plans and observation notes; interviews of participating teachers; interviews with participating students; surveys of students; and the second-grade teacher’s reflective journal. The authors took a phenomenological approach to data analysis, examining the entire data set and conducting inductive interpretive coding to identify emergent themes.FindingsThe authors found that adopting the theoretical perspective of care ethics helped a novice elementary teacher revise his/her approach to social studies instruction. Care ethics led to the teacher coming to see himself/herself as a teacher of care ethics, focusing on dialogue over stories to teach caring in diverse contexts, and highlighting social aspects of the curriculum. The students’ descriptions of their learning indicate that they perceived a larger purpose for their social studies lessons – in this case, participation in social life – and that this perception contributed to their engagement.Research limitations/implicationsThe study was conducted at one school site where the teachers enjoyed the intellectual freedom to infuse new perspectives such as care ethics into their curriculum. More research needs to be done to explore the feasibility of application of these ideas elsewhere.Practical implicationsImplications include how adopting an ethic of care provides a larger purpose for social studies that may deepen the educative experience, both for the teacher and for the students. Adopting an ethic of care in social studies might help cultivate students’ inclination to act in more caring ways toward one another.Originality/valueThis paper addresses the overlooked ethical purposes of teaching social studies from a care ethics perspective.

Sufficient research studies are not conducted in the field of primary level social studies curriculum pertaining to effective instructional pedagogy. At the same time, research studies conducted in the field of primary level social studies fail to take into account one very important variable: How do the primary school children enjoy learning social studies? This paper is a survey research study designed to see what a group of primary school children liked and disliked about social studies instruction. By asking the questions the researcher hope to gain a better understanding of primary school children' preferences, attitudes and perceptions of social studies instruction. The major objective of this study is to gain a better understanding of what instructional methods the students enjoy in the social studies classroom. The findings of this study will be help for teacher in selection of proper teaching learning strategies.

The views of prospective social studies and classroom teachers about values and values education

Computational thinking is highly applicable to social studies education, particularly decision-focused social studies. To better fit the disciplinary needs of social studies and align with social studies standards, we adapt and group computational thinking skills into a heuristic of data, patterns, rules, and questions (DPR-Q). We then propose a four-step model for social studies teachers to follow when planning lessons that integrate computational thinking within their curricular instruction. Both the DPR-Q heuristic and the instructional planning model are explained with worked examples from social studies classrooms. Successful integration of computational thinking into decision-focused social studies can both enrich the social studies curriculum and provide a curricular home for teaching computational thinking, bearing out Wing's claim that computational thinking is ‘everywhere' and ‘for everyone.'

PurposeThis paper seeks to provide instructional methods for using blackout poetry and primary sources to learn about marginalized voices from history within a social studies classroom. Blackout poetry provides students with authentic opportunities to engage in meaningful learning experiences using primary sources and marginalized voices that are both hands-on in nature and promote the use of critical thinking.Design/methodology/approachThis paper opted to describe an approach to teach students about marginalized voices in history through the use of primary sources and blackout poetry. Step-by-step instruction was provided via an included table so that readers can recreate the lesson in readers' own classrooms.FindingsThis paper offers insights about how blackout poetry can be used to provide students an authentic experience with primary sources and historically marginalized voices. These experiences include opportunities to critically think about the context and significance or these marginalized voices and impact of marginalized voices on history through individual and cooperative learning opportunities.Practical implicationsThis paper is designed for teachers to utilize and replicate in teachers' own social studies classrooms.Social implicationsThis paper provides teachers with detailed steps on how teachers can amplify traditionally marginalized voices in social studies instruction of teachers.Originality/valueThis paper recognizes the important role that primary sources have in the social studies classroom along with the historically under representative role that marginalized voices have had in the author's social studies classrooms. Through an original approach, using blackout poetry, the author presents a unique perspective on how to teach about historically marginalized voices using primary sources in a manner that supports historical thinking.

Including literature and various disciplines, social studies courses given with literary works during the course allow students to develop their intellectual skills and increase interest in the course. The story which has an essential place in the literary products used in the course of social studies possess a facilitating effect on the transfer of social rules and culture to younger generations, helps students understand different ages and places, and plays a role on making divisions between the true and false or the good and evil. Hence, it is crucial to select the right story with the appropriate content for the course. In this sense, the research aims to determine prospective teachers’ views on story usage in social studies lessons. A case study pattern was adopted within the scope of the descriptive approach. The study group consists of 19 prospective teachers in the final year in Social Studies Education Department at state university in Turkey (Kafkas University).A semi-structured interview form prepared by the researcher was used in collecting the data. The researcher utilized descriptive and inferential codes that emerged during the analysis to explain the qualitative data and correlations. In light of the data, prospective teachers stated that the stories to be used in the social studies course should be appropriate for the social studies course achievement and grade level. Additionally, the participant teachers think that stories can be useful in ensuring the permanence of the information learned and drawing attention during the lesson. Also, prospective teachers expressed that the stories that are not used correctly and effectively could interfere with the course's goals or distract students.

This study briefly reviews the theory of liberalism and explores its connections with social studies education. The perspectives of liberals on citizenship education in social studies can be categorized into four positions: the multicultural position, the monistic position, the market position, and the universalist position. Among these, this study adopts the universalist position in approaching social studies education. Prior to designing specific lessons, the study identifies essential qualities of citizenship that should be central to social studies education—fundamental knowledge as democratic citizens, rational decision-making skills, and desirable political participation including voting and elections—based on previous research. Furthermore, the study emphasizes the necessity of learner-centered instruction in constructing classroom activities and reflects this in the design of social studies lessons. Specifically, it proposes a six-stage instructional flow grounded in liberalism: identifying issues and setting positions, establishing listening rules, clarifying problems, expressing positions, setting decision criteria and making decisions, and concluding. For each stage, the study outlines required activities and considerations for implementation. Additionally, it provides a lesson case applying this framework to the 2022 revised social studies education curriculum to enhance understanding. The significance of this study lies in demonstrating what kind of social studies education is possible from the perspective of Liberalism by presenting a concrete lesson design built upon theoretical review.

The social studies discipline as a multidisciplinary and integrative curriculum includes geographic literacy and spatial thinking as part of its academic nature in developing young learners to become informed and reasoned decision-makers in participating in a culturally diverse, democratic, and interdependent society. Geography education has an anticipated space at the heart of the social studies curriculum next to history. In a social studies classroom, geographical skills and knowledge have been used to interpret the past and analyze the future. This exploration navigated and evaluated the alignment of the social studies curriculum standards and competencies to the National Geographic Standards of the NCGE and explored the common teaching approaches in facilitating geographic education in the basic education curriculum. Using qualitative content analysis, the researchers examined the curriculum guide as the main document supplemented with the learner’s module and teacher’s guide. The findings revealed significant curriculum alignment and learner-centered teaching approaches in geography education.

The social studies discipline as a multidisciplinary and integrative curriculum includes geographic literacy and spatial thinking as part of its academic nature in developing young learners to become an informed and reasoned decision-makers in participating in a culturally diverse, democratic, and interdependent society. Geography education has an anticipated space at the heart of the social studies curriculum next to history. In a social studies classroom, geographical skills and knowledge have been used tointerpret the past and analyze the future. This exploration navigated and evaluated the alignment of the social studies curriculum standards and competencies to the National Geographic Standards of the NCGE and explored the common teaching approaches in facilitating geographic education in the basic education curriculum. Using qualitative content analysis, the researcher examined the curriculum guide as the main documentsupplemented with the learner’s module and teacher’s guide. The findings revealed significant curriculum alignment and learner-centered teaching approaches in geography education.