Journal of Social Science Education (JSSE - Universität Bielefeld)
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Heterogene Schülerkonzepte für ökonomische Phänomene: ihre Erfassung und Konsequenzen für den Unterricht (Students’ Heterogeneous Concepts of Economic Phenomena: How to Ascertain These and Consequences in the Classroom)
Get PDFDer vorliegende Beitrag widmet sich der Erfassung heterogenen Verständnisses von ökonomischen Phänomenen bei Schülerinnen und Schülern. Die Autoren gehen davon aus, dass ein besseres Verständnis dieser Heterogenität für die Wirtschaftsdidaktik in Wissenschaft und Praxis von fundamentaler Bedeutung ist. Da mit der Phänomenographie ein geeignetes Erfassungsinstrument zur Verfügung steht, das in der sozialwissenschaftlichen Didaktik des deutschsprachigen Raums bisher nahezu keine Rolle spielt, versprechen sie sich gerade hier neue Impulse. Der Artikel beschreibt und diskutiert ein phänomenographisches Vorgehen für die ökonomische Bildung in Abgrenzung zu anderen Methoden. Er schließt mit Implikationen für die Unterrichtspraxis, da eine Kombination der Phänomenographie mit einer Konzeptvariation die Schülerwahrnehmungen in den Wirtschaftsunterricht integrieren lässt und hilft, Lernfortschritte zu erzielenThis article addresses the issue of identifying students’ heterogeneous understanding of economic phenomena. The authors assume that a better understanding of this heterogeneity is essential for economic education in science and practice. Phenomenography stands by as an adequate tool for identifying heterogeneity. However, so far, it is hardly adapted in German-speaking social science didactics and therefore we hope for new stimuli from its reception. The article describes and discusses the phenomenographic approach in economic education in distinction to other available methods. It closes by showing the implications for lesson practice, because a combination of phenomenography and concept variation will help to integrate students’ perceptions into economic instruction and to achieve progress in learning
Habitus in the Classroom: the Relevance of Student Heterogeneity and Departmental Culture for Learner-Oriented Didactics in Teaching Sociology (Didaktische Strategien zum Umgang mit habitueller Vielfalt und spezifischer Fachkultur in Soziologie)
No full textThe relevance of habitus, social origin and the mechanisms of exclusion as applied by the university system has often been discussed in current research. It has been stated that opportunities of students are impaired by field-of-study orientations and drop-out rates. In contrast to this, the aspect how university teachers can practically deal with this knowledge is less elaborated. In view of this, this article presents methods of how learner-oriented approaches, with special reference to the heterogeneity of student milieus, can be implemented in teaching sociology. On the basis of reviewing theoretical approaches and recent empirical data, this article points out a) what data are relevant for the operationalisation of learner oriented didactics, b) what concrete problems might occur in the teacher-student-relationship and c) what techniques are to be applied by sociology teachers in handling classroom problems. The results demonstrate that teaching methods which adequately respond to heterogeneity within the culture of sociology departments are imperative and available. Still, to establish equal opportunities, a more practical turn in a hitherto predominantly theoretical discussion is clearly neededChancenungleichheit durch Passungsdifferenzen unterschiedlicher sozialer Milieus zum Hochschulsystem ist schon häufig theoretisch diskutiert worden. Zudem geben empirische Untersuchungen detaillierte Einblicke in studentische Milieus und Fachkulturen. Bei der Literaturrezeption entsteht der Eindruck, eine didaktische Reaktion auf das Problem der hochschulinternen Exklusionsmechanismen könnte nicht dringend genug sein. Die Konzeption entsprechender didaktischen Ansätze wird aber wenig thematisiert. Dieser Artikel hat den Anspruch, konkrete Umsetzungsmöglichkeiten von lernerzentrierten didaktischen Ansätzen im Fach Soziologie aufzuzeigen. In einem Fach, das grundsätzlich sensibel für Ungleichheiten ist, fehlen trotzdem heterogenitätsorientierte Gestaltungskonzepte. Der vorliegende Aufsatz will diese Lücke schließen und beantworten a) welche der Informationen über studentische Milieus relevant für die Konzeption einer lernerzentrierten Didaktik ist, b) welche konkreten Passungsprobleme sich in Lehr-Lern-Settings ergeben könnten und c) mit welchen Methoden diesen Problemen begegnet werden kann. Die Ergebnisse zeigen nicht nur, dass eine heterogenitätssensible, lernerbezogene Didaktik bereits jetzt methodisch möglich ist
State-Orchestrated Civic Education versus Civic Competencies of School Students: Some Conceptual Implications from a National Case Study
Get PDFImagine a situation in which civic education has been enforced and practiced for nearly a decade and, as a result, the civic competences of the young people have dramatically decreased as compared with the previous national level. This situation is not a fictional one. It depicts the findings of a cross-national longitudinal survey. How come a generation which had not been exposed to the influence of civic education performed better in civic competences as compared with their followers a decade later? Who is to blame? The school teachers – for not having fulfilled their obligations? The school system – for failing to accomplish its socialization task? Or the particular civic education program – for being fake or ill-designed? Or may be we, the social scientists, have been unduly naïve about our expectations of civic education and its implementation in schools? The more important question is: to what extent does civic education fit in naturally with school life without clashing with it? Or put in another way, isn’t the classical tradition in the modern school essentially in contradiction with civic education? This problem takes the particular (Bulgarian) case beyond the boundaries of its national specificityand situates it at the level of a much more general question of the limits and preconditions of applicability of civic education, especially in regard to the expectation that it will form active citizens, capable of improving the democratic self-regulation of modern societies. The paper argues that the results of civic education should not be assessed in abstract form apart from the major factors concerning the socio-cultural, institutional and educational context. They are significantly dependent on the character of the national curriculum and the socialization programme specific for each country. Furthermore, schools, in their turn, are highly dependent on the role of civil society in the respective national societies, which feature vastly varying political cultures. The large portion of very low education achievements cannot be adduced to civic education per se, but to the wider alienation of young people from school life
Significant Learning and Civic Education: Shifting Frameworks for Teaching in Light of Learning about the Financial Crisis
Get PDFThe recent financial crisis has motivated economic educators to rethink what economics should be taught, acknowledging disconnects between classroom content and real world events. We introduce a learning theory approach that is broader, one that goes beyond such context specific discussions of foundational knowledge and application (i.e., teaching about this specific crisis) and provide a framework to address the broader issue of how teaching practices can, by their very nature, minimize such disconnects and provide more effective processes for teaching about current economic conditions. The theory of significant learning (Fink 2003) is presented as a model of how experiences can be used to develop a deep approach to learning, learning that lasts. Experiential learning pedagogies are timeless in that they can be readily modified to promote deeper understanding over a wide range of economic environments. Focusing on one category of significant learning, the human dimension, and one component of the financial crisis, unemployment, examples which modify existing experiential learning practices are described to demonstrate how such pedagogic practices can be readily adapted to teaching and learning about current economic conditions. In short, we demonstrate that incorporating student experiences into pedagogic practice provides a natural alignment of teaching content and real world events, regardless of how those change over time
Civic Education and Intercultural Issues in Switzerland: Psychosocial Dimensions of an Education to “Otherness”
Get PDFIn contemporary democratic societies that deal with cultural and linguistic diversity, education faces new challenges such as how to promote a shared knowledge and competence framework about “citizenship,” how to prepare the young generation to enter a complex world, and how to help immigrant students to integrate into the school system. Some of the European recommendations focus on the importance of promoting “intercultural education”. However, so far little is known about concrete practices and their outcomes. This paper aims at documenting and providing elements of reflections about the difficulties and contradictions faced by both teachers and students involved in pedagogical intercultural activities in Switzerland. From the results of a qualitative research based on a sociocultural perspective, identity and institutional issues of addressing “otherness” in school are discussed. It stresses the importance of a frame in order to allow elaboration and transformation of personal and emotional experiences into thinking and reflexive processes
The Reflection of a Warlike Historical Culture in the Attitudes of Finnish Youths
Get PDFTwo school shootings took place in Finland in 2007–2008, in which 20 people lost their lives. After the shootings, foreign journalists used the violent culture of Finnish men as an explanation for the tragedies. Of the old EU countries, the highest rate of capital crimes is found in Finland. The country has for a long time debated where the violence comes from. One explanation is that the historical culture in Finland glorifies war. The wars that were fought against the Soviet Union (1939–1944) have been elevated in Finland to become key elements of the national psyche, manifested in celebrations, anniversaries and through family narratives. According to this explanation, a Finn already learns as a child to accept violence which is considered to be legitimate and to behave in accordance with warlike ideals. This article examines the warlike historical culture in Finland and clarifies why war has remained a popular theme of Finnish historical culture. Further, it discusses the impact that a warlike historical culture has on the attitudes of young people
Current Status of Social Studies (sosyal bilgiler) Education in Turkey
No full textThis article aims to portray and discuss the current status of social studies education in Turkey in terms of both K-8 and pre-service teacher education levels. The article starts with a brief history about the Turkish social studies education followed by the recent curriculum reform movements in Turkey. Then, the curriculum changes and the reform movements in pre-service social studies teacher education are discussed by analyzing the related literature. The discussion indicates the dominancy of standardized test in the Turkish educational system, teachers’ lack of knowledge and experience, and the limited resources to apply the new curriculum are the major issues for K-8 social studies education. In addition, the quality of social studies teacher education and teacher educators also is another issue that must be addressed. In conclusion, it is agreed by many scholars and educators the reform movements were rushed and the new reforms were applied without perfect planningBu makalenin amacı Türkiye’ de sosyal bilgiler eğitimin son durumunun ilköğretim seviyesi ve eğitim fakülteleri açısından bir değerlendirmesinin yapılmasıdır. Makalede Türkiye’ deki sosyal bilgiler eğitiminin kısa bir tarihçesinin verilmesinin ardından son zamanlarda yapılan program değişiklikleri tartışılmaktadır. Bu nedenle, ilgili alanyazın taranmış ve yeni ilköğretim sosyal bilgiler programında yapılan değişiklikler ile sosyal bilgiler öğretmenliği bölümlerinin yeniden yapılandırılması konuları tartışılmıştır. Bu tartışmalar göstermiştir ki Türk eğitim sisteminin merkezi sınav sistemlerine dayalı olması, öğretmenlerin yeni sosyal bilgiler programını uygulamaya yeterince hazır olmamaları, ders öğretim materyali ve kaynak yetersizliği yeni programın uygulanması ile ilgili ortaya çıkan sorunlardır. Ayrıca sosyal bilgiler öğretmenliği bölümlerinin değerlendirilmesi ve niteliklerinin arttırılması gerektiği de ortaya çıkmıştır. Son olarak söylemek gerekir ki bir çok eğitimci ve akademisyen yeni programın uygulanmasına yeterince planlama ve denemeler yapılmadan hızla geçildiği görüşünde birleşmektedir
“Völkerbundspädagogik”. Internationale Politik als Unterrichtsthema in der Weimer Republik
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“Patriotism” as a Goal of School Education in China and Japan
Get PDFIn the eyes of much of the Japanese public, “patriotism education” in China is synonymous with anti-Japanese education, and a source of friction. Much of that friction, however, can be attributed to the differing roles and functions of “patriotism” in the two countries as well as the variant connotations of the very word for “patriotism”. In China, the communist party avails itself of the strong levels of patriotism among the people in order to advance modernization of the country. Patriotism education is not designed to serve as anti-Japanese education. In Japan, however, given the country’s past role as an aggressor nation, that word has had consistently negative connotations. Debates over its own patriotism have continued and there are accordingly inexorable apprehensions over patriotism education in China. To address the recurrent frictions between these two countries, both must overcome their ignorance about the differences that Chinese and Japanese societies manifestUnter der „patriotischen Erziehung“ in China versteht man in Japan generell eine anti-japanische Erziehung. Der bilaterale Streit um diese chinesische Bildungspolitik liegt aber in der unterschiedlichen Stellung begründet, welche der Begriff „Patriotismus“ in der Gesellschaft der beiden Nationen einnimmt. In der Annahme, dass es einen ausgeprägten Patriotismus im Volk gibt, hat sich die Kommunistische Partei die patriotische Erziehung zunutze gemacht, um den Staat zu modernisieren. Die anti-japanische Erziehung war dabei zumindest nicht beabsichtigt. Andererseits bekam der Patriotismus in Japan, durch die eigene Erfahrung des Invasionskriegs, eine negative Konnotation. Dort ist die Debatte um den heimischen Patriotismus noch nicht abgeschlossen, und auch die chinesische Bildungspolitik wird sehr kritisch angesehen. Um die wiederholten Konflikte zwischen den beiden Ländern zu lösen, muss man bei der Überwindung des gegenseitigen Unwissens und der Gleichgültigkeit bezüglich der Unterschiede ihrer Gesellschaften anfangen