JOURNAL OF RESEARCH IN SOCIAL STUDIES EDUCATION
Year:2020 | Volume:2 | Issue:1|Papers Count:8

This article examines the impact of social studies education on the social and class status of lower class students. Educating lower-class and disadvantaged students can inform them of their class and social status and internalize the insights, attitudes and skills needed to change their status. One of the most important curriculum that can do this is social studies textbooks. The themes and content of the social studies textbook can be selected and organized in a way that will instill a class self-awareness in students of lower social classes and prepare them to change their class status. Content analysis of the social studies textbook shows that the concepts and themes chosen and organized in this book cannot inform students of disadvantaged and subordinate classes about their situation and teach them to change their status.

It is been long time that the way of the education of history and its methods in the West was considered by the experts in history and social sciences. Given that, one can not find such an effort in our academic tryouts and we are just at the beginning. This way, in our country, has been started by translations in the field. However, in addition to usual methods of historical education either in Iran or West, historical fictions including historical novels are less considered by the teachers. Textbook sources are the only sources for enhancing the understanding of students which can be examine by academic surveys on the interest of students in history. Those would show their understanding and interest to history. We suggest that historical fictions, because of their flexibility and narration, can enhance the understanding of students and increase their interests to the course. The article tries to touch the advantages of historical fictions for the education of history and its role to enhance the understanding of students on the one hand, and to introduce some historical fictions on the other.

One of the most important priorities in educational systems is to reform and improve learning process and reflect appropriate teacher – learner relation. Along with the development of technology and creation of learning contexts based on digital technology, digital learning as a dominant paradigm has gotten the attraction of experts, managers, teachers, and professors in the 21st century. Farhangian University taking the mission of training skilled teachers required for education system in Iran plays the most crucial role in this case. The present study aims at developing an effective instructional strategy on how to use and produce multisensory-learning content based on electronic tools, which makes it possible to expand and produce knowledge in a concept called "knowledge management" in geography teaching. This is a qualified and applied study using a variety of soft wares including Movie Maker, Auto play, Power Point, Active Inspire in designing and developing electronic books. The findings indicated that the production of electronic content in geography has a great impact on learning and academic improvement of students in this field.

Assessment of student performance has always been one of the teachers' concerns. Assessment should not be targeted solely on cognitive issues and retention. Thus, the main purpose of the present study was to investigate the effect of trans-cognitive assessment on eighth grade students' social studies course in the academic year 2016. The assessment involved comprehension of the course’ s instructional subjects. To obtain data on assessment results, two second-grade classes of the junior high school were asked to participate in the study. Independent samples t-test and SPSS software were used to analyze the obtained data. The results showed that in the cognitive test, (a) and (b) obtained mean scores of 12. 77 and 11. 57, respectively. But in the next test which was non-cognitive for class (a) and cognitive for class (b), a mean difference of 4 points was observed. To confirm this result, a completely non-cognitive test was administered in class (a) and a test with a semi-cognitive and a non-cognitive part was administered in class (b). The mean score of class(b) in non-cognitive section was equal to that of class (a). However, in cognitive section mean score of class(b) differed from that of class (a). Also, in the comparison of class (b) with itself, in cognitive questions the mean score was 10. 44 but in non-cognitive questions the mean score was 16. 44. From this experiment, it can be concluded that the same students who obtained low mean scores on the cognitive test obtained better mean scores on the non-cognitive test with an improvement of about 4-5 points.

Sustainable development is the development that meets the current needs of human beings without compromising the capabilities of the next generation. In recent decades' great efforts have been made to bring the concepts of “ education” and “ sustainable development” closer together. The purpose of this study is to find out the position of the goals of sustainable development in the basic principles of training of the fundamental transformation document of the education, breeding. The present research method is descriptive and content analysis. The statistical population is the basic basis for training the document of fundamental change, including 71 pages (from 45-116), and due to the limitations of the society, the hole society has been selected as an example. The research tool is a researcher-made checklist based on the components of Kuhan ̓ s sustainable development goals (1997). Maxqda. 11 software has been used to encode and draw the conceptual research model. The validity of the codes is determined in a formal way (the opinion of two experts in this field) and its reliability with a Holstein coefficient of 0. 81. Data analysis was performed by two descriptive (counting abundance) and analytical (Shannon entropy methods). Finally, it was concluded that in the basic principles of education of fundamental transformation document, the components of sustainable development goals have not been addressed equally. While the component of economic goals has a significance of 0. 745, social and ecological goals have a coefficient of importance of 0. 126 and 0. 128, which is a serious challenge for the fundamental transformation document.

Today, the subject of the environment is out of a specialized course in the field of empirical sciences (biology and health and the environment, geology, etc. ) and with an interdisciplinary approach to social studies textbooks-important Most books are about socializing children and adolescents-also included. The central idea of this study is that as environmental issues directly and indirectly affect the social life of humans, they can be regarded as a social issue and a suitable subject for textbooks for social studies. On the other hand, the behavior and norms of environmental values are the central and dominant sense in these social studies. Indeed, social studies, with emphasis on environmental values and strengthening specific norms of this field, seek to raise awareness, change attitudes, develop attitudes, and … In short, we are in this paper with a qualitative content analysis research methodology to examine the position of environmental values and norms in the textbooks of primary and First high school social studies. also in this thesis, we study the late arrival of social sciences and social studies on environmental issues and then scientific competence of this field and the necessity of paying attention to environmental issues. the findings of this study show that the four primary social studies are taught by using concepts such as waste, recycling, pollution and bad water consumption, environment, habitat, and … environmental values and norms. Also, in the three books of social studies of high school, we see the breadth and variety of concepts and terms related to the subject and environmental values and norms with the help of concepts such as right, responsibility, consumerism, habitat, habitat destruction, protected area, nature. Roundabout, Environmental Protection Agency, Environment, Tourism, National Parks, International Environmental Institutions, Red List, Values and Beliefs and Norms, Environmental Value, Consumerism, Environmental Destruction Biology, productivity, green productivity, etc. are narrated and taught.