Social Constructivist Approach: Opinions of History Teachers at Intermediate Secondary Schools
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| Title: | Social Constructivist Approach: Opinions of History Teachers at Intermediate Secondary Schools |
|---|---|
| Language: | English |
| Authors: | Muhammad, Ali Emad (ORCID |
| Source: | European Journal of Educational Research. 2021 10(3):1423-1436. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 9 High Schools Junior High Schools Middle Schools |
| Descriptors: | History Instruction, Secondary School Teachers, Social Influences, Teacher Attitudes, Teaching Methods, Social Sciences, Foreign Countries, Grade 9, Constructivism (Learning), Barriers, Fear, Educational Resources, Teaching Conditions, Teacher Student Relationship, Interaction, Teacher Competencies, Cooperation, Classroom Techniques, Student Centered Learning |
| Geographic Terms: | Iraq |
| ISSN: | 2165-8714 |
| Abstract: | This study investigated the influences of social constructivist approaches on history teachers' opinions of social science education. The purpose of the study was to examine the effectiveness of social constructivist approaches and explore the views and practices of teachers in their current use of teaching approaches in social science education. For this study, a qualitative study approach was employed. The study was conducted at intermediate secondary schools in the city of Erbil. For open semi-structured interviews, eight teachers of social science education were purposely selected from eight intermediate secondary schools of grade ninth, and eight social science classes were observed. The results revealed that despite significant changes of the system of education, many challenges were identified in implementing social constructivist approaches in social science education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources. Also, the study revealed several barriers like absence of sufficient well-designed teaching guidelines, lack of adequate clear instructions, inadequacy classroom teachers' autonomy, and no freedom. Lastly, the study ends up by specifying several conclusions. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1307345 |
| Database: | ERIC |
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