Social Constructivism and Teaching of Social Science
The paper presents an overview of prevailing pedagogic practices of social science at school level in India. It has been sketched with the help of social science teachers’ interviews. The analysis of teachers’ interview revealed that the teaching of social science is a reflection of teacher’s own...
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| Format: | Article |
| Language: | English |
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Journal of Social Studies Education Research
2014-10-01
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| Series: | Journal of Social Studies Education Research |
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| Online Access: | https://www.jsser.org/index.php/jsser/article/view/160 |
| _version_ | 1797755286352560128 |
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| author | Rishabh Kumar Mishra |
| author_facet | Rishabh Kumar Mishra |
| author_sort | Rishabh Kumar Mishra |
| collection | DOAJ |
| description | The paper presents an overview of prevailing pedagogic practices of social science at school level
in India. It has been sketched with the help of social science teachers’ interviews. The analysis of teachers’
interview revealed that the teaching of social science is a reflection of teacher’s own biases and beliefs;
dominated by deficit model of thinking and learning. Against this backdrop the paper tries to address the
question do we have any alternative of ‘deficit model’ of teaching learning? If yes, what is it? How it can be
designed and executed? In the present descriptive study the researcher adopts the theoretical underpinnings
of Socio-cultural approach to learning and tries to design and execute constructivist pedagogic setting for
teaching social science. 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 establishes the argument 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. |
| first_indexed | 2024-03-12T17:44:37Z |
| format | Article |
| id | doaj.art-5f5f8c90a4f94d5b8e6f4de697339070 |
| institution | Directory Open Access Journal |
| issn | 1309-9108 |
| language | English |
| last_indexed | 2024-03-12T17:44:37Z |
| publishDate | 2014-10-01 |
| publisher | Journal of Social Studies Education Research |
| record_format | Article |
| series | Journal of Social Studies Education Research |
| spelling | doaj.art-5f5f8c90a4f94d5b8e6f4de6973390702023-08-03T17:47:08ZengJournal of Social Studies Education ResearchJournal of Social Studies Education Research1309-91082014-10-0152113Social Constructivism and Teaching of Social ScienceRishabh Kumar Mishra0 Mahatma Gandhi Antarrastriya Hindi Vishwavidyalaya, Wardha (Maharastra), IndiaThe paper presents an overview of prevailing pedagogic practices of social science at school level in India. It has been sketched with the help of social science teachers’ interviews. The analysis of teachers’ interview revealed that the teaching of social science is a reflection of teacher’s own biases and beliefs; dominated by deficit model of thinking and learning. Against this backdrop the paper tries to address the question do we have any alternative of ‘deficit model’ of teaching learning? If yes, what is it? How it can be designed and executed? In the present descriptive study the researcher adopts the theoretical underpinnings of Socio-cultural approach to learning and tries to design and execute constructivist pedagogic setting for teaching social science. 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 establishes the argument 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.https://www.jsser.org/index.php/jsser/article/view/160funds of knowledgesocial constructivismsocial sciences |
| spellingShingle | Rishabh Kumar Mishra Social Constructivism and Teaching of Social Science Journal of Social Studies Education Research funds of knowledge social constructivism social sciences |
| title | Social Constructivism and Teaching of Social Science |
| title_full | Social Constructivism and Teaching of Social Science |
| title_fullStr | Social Constructivism and Teaching of Social Science |
| title_full_unstemmed | Social Constructivism and Teaching of Social Science |
| title_short | Social Constructivism and Teaching of Social Science |
| title_sort | social constructivism and teaching of social science |
| topic | funds of knowledge social constructivism social sciences |
| url | https://www.jsser.org/index.php/jsser/article/view/160 |
| work_keys_str_mv | AT rishabhkumarmishra socialconstructivismandteachingofsocialscience |