Social Studies Archives - Page 2 of 4

Index

Johannis Auri Bin Abdul Aziz

Social Studies

The Elected Presidency

Author/s:

Johannis Auri Bin Abdul Aziz (National Institute of Education (Singapore)) Keywords Social Studies Junior College Secondary School Identity Singapore Scheduled for September, the coming presidential election is one of the most anticipated public events of 2017. While the populations of larger democratic countries have to contend with numerous regional and local elections that may cause electoral […]

Johannis Auri Bin Abdul Aziz (National Institute of Education (Singapore))

Keywords
Social Studies
Junior College
Secondary School
Identity
Singapore

Scheduled for September, the coming presidential election is one of the most anticipated public events of 2017. While the populations of larger democratic countries have to contend with numerous regional and local elections that may cause electoral fatigue, Singaporeans get to express their democratic voice only once every two to three years. This year’s election, though, is especially anticipated by the Malay community because for the first time, the presidential election will be reserved for Malays.

In an inherited Westminster parliamentary system such as ours, the Head of State usually plays a largely ceremonial role. The first four presidents after independence were appointed by Parliament and their duty was largely to play a unifying figure presiding over ceremonies and events designed to bind Singaporeans together as one people and to act as Singapore’s foremost representative to foreign states and their dignitaries. Individuals with dignity, solemnity, and a little of the common touch were the order of the day. Benjamin Sheares was a doctor, Devan Nair was a unionist and Yusof Ishak and Wee Kim Wee were both journalists.

This system was changed in January 1991, after new constitutional amendments passed by Parliament provided for the popular election of the president. The PAP government wanted to invest powers of oversight in the presidency as a check on Parliament and that called for an independent source of legitimacy direct from the people. Under these constitutional changes, the elected president was given the power to veto legislative attempts to use the national reserves, the power to appoint individuals to certain key civil service positions, and powers to oversee the enforcement of the Internal Security Act, the Maintenance of Religious Harmony Act as well as the Prevention of Corruption Act by their respective executive bodies.

In November last year, constitutional provisions for the office of the president were again amended. This time the key changes were twofold. First, the 1991 requirement for private sector candidates to have helmed companies worth at least $100 million in shareholder equity was raised to $500 million. Second, the amendment provides for elections that are reserved for minority communities. A reserved election is triggered when five consecutive terms pass without a president from a particular minority community. However, these two new rules have sparked much controversy and heated debate on social media.

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Storytelling in the Social Studies Classroom

Author/s:

Chua Shuyi

Chua Shuyi (National Institute of Education (Singapore)) Keywords Social Studies Secondary School Primary School Social Studies; Social Studies Education; Singapore; Teacher Professional Learning Introduction Many teachers tell stories. They take a story, whether their own or another’s, and turn it into the experience of their listeners (Benjamin, 1968). The story, which relates events that have happened, […]

Chua Shuyi (National Institute of Education (Singapore))

Keywords
Social Studies
Secondary School
Primary School
Social Studies; Social Studies Education; Singapore; Teacher Professional Learning

Introduction
Many teachers tell stories. They take a story, whether their own or another’s, and turn it into the experience of their listeners (Benjamin, 1968). The story, which relates events that have happened, stands in contrast against other types of telling such as a description, exposition or argument, which are commonly associated with social studies education. Stories are pervasive and powerful. They communicate experiences and information in a manner that entices listeners and encourages responses. In fact, some believe that storytelling is a pan-global phenomenon, unique to all cultures in the human race (White, 1980). It is not surprising that many teachers tell stories in their classrooms, for stories are profound experiences for learners of every level. Stories can be told spontaneously according to a teacher’s gut feelings or in a planned manner such as a premeditated sharing of a story from the textbook. In this article, I will demonstrate how stories have been used by social studies teachers to achieve various citizenship aims and suggest that stories have an important place in the teacher’s pedagogical toolbox.

When do teachers tell stories? For many teachers, the magic is in the moment. Many do not plan to tell stories, but tell them as the opportunity arises (see Jackson, 1995). Yet, for others, story materials are deliberately chosen and weaved into their lesson plans to achieve specific purposes (Egan, 1986). Why do teachers tell stories? Stories have a privileged status among the different types of information as they are easy to comprehend and remember, not only because people pay close attention to them, but also because of something inherent in the story structure that makes them so (Willingham, 2004). They are carriers of values and knowledge that can be put to use both in school and beyond (Hensel & Rasco, 1992). Lastly, stories are not only good for transmitting knowledge but they are also the knowledge we want students to have (Jackson, 1995). Knowing particular stories make us part of a community. Whether or not one agrees with it, it would be surprising for a Singaporean not to know “The Singapore Story”, the tale of Singapore’s rapid transformation from third world to first under the governance of the People’s Action Party (PAP).

Learning about Issues through Discussion in the Primary Social Studies Classroom: A Shared Inquiry Approach

Author/s:

Sim Hwee Hwang

Sim Hwee Hwang (National Institute of Education, Singapore) Keywords Social Studies Primary School Social Studies Abstract This article looks at how primary school children can learn about issues in their social studies lessons through discussion. It first spells out the importance of introducing issues in the social studies curriculum for the development of students to be […]

Sim Hwee Hwang (National Institute of Education, Singapore)

Keywords
Social Studies
Primary School
Social Studies

Abstract
This article looks at how primary school children can learn about issues in their social studies lessons through discussion. It first spells out the importance of introducing issues in the social studies curriculum for the development of students to be informed, participative and concerned citizens. It focuses on the selection of suitable issues for primary school children and discussion as a pedagogy for shared inquiry to help teachers achieve academic understanding and citizenship outcomes for their learners. The Walsh and Sattes’ (2015) framework for quality discussion is described as a useful guide for teacher planning and implementation. Research findings on teacher belief and practice of using discussion of controversial issues and the implications on teacher professional development are also discussed. The article concludes with how to be skilful in the facilitation of discussion of issues for shared inquiry.

Why introduce issues in primary social studies?
Children are constantly bombarded with different issues that are linked to their immediate environment, community, country and the world. An issue is something that is discussed or argued about, and these can be controversial in nature. Wellington (1986) describes a controversial issue as one which is deemed important by several people and cannot be easily settled based on evidence or facts alone because value judgments are involved. According to Perry (1999), a controversial issue has the following characteristics: the subject is of topical interest and is complex; there are differing values, opinions and priorities; and strong arousal of emotions can occur.

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Using Investigation and Discussion to Inquire about Issues in Primary Social Studies

Author/s:

Sim Hwee Hwang

Sim Hwee Hwang (National Institute of Education, Singapore) Keywords Social Studies Primary School Inquiry Teaching Abstract This article begins with the inquiry teaching approach for primary social studies and the rationale for its inclusion in the 2013 syllabus by the Ministry of Education, Singapore. It compares traditional instruction and inquiry-based teaching and describes the two types […]

Sim Hwee Hwang (National Institute of Education, Singapore)

Keywords
Social Studies
Primary School
Inquiry Teaching

Abstract
This article begins with the inquiry teaching approach for primary social studies and the rationale for its inclusion in the 2013 syllabus by the Ministry of Education, Singapore. It compares traditional instruction and inquiry-based teaching and describes the two types of inquiry that can be implemented in the primary classroom – discussion and investigation. Three useful inquiry models for primary children – Colin Marsh’s (2001) investigation model and two discussion models – Diana Hess’ (2009) town meeting model (TMM) and David Johnson and Roger Johnson’s (1999) structured academic model (SAC) – are elaborated. The application of these models is illustrated in two issue-based, inquiry centred packages designed for primary children by student teachers from the National Institute of Education. The article also discusses the challenges teachers may face when implementing such inquiry-centred packages and suggests ways of how they can be overcome.

Inquiry in primary social studies teaching
In Singapore, the primary social studies syllabus produced by the Ministry of Education (MOE, 2013) advocates inquiry as a teaching approach in schools. It is understandable why such an approach is encouraged in the context of Singapore’s development. Singapore is a knowledge-based economy (Ngiam, 2011) with strong governmental emphasis on research and substantial resources are channelled yearly to the various universities, ministries and statutory boards in advancing the country’s economy as a knowledge producer (The Straits Times, 2016). Research involves inquiry and it is never too young to start children to inquire in schools. Moreover, all children have an innate curiosity about the things around them and their incessant questioning of whys (Parker, 2012) should be tapped to promote their learning in the classroom. Inquiry can enable children to gain an enlarged understanding of the topic, problem or issue in question, develop essential skills such as critical thinking skills to evaluate the relevance, quality and strength of evidence, and to distinguish between well-reasoned and balanced arguments based on solid evidence, and acquire dispositions such as respect for diversity, empathy and perseverance and resilience in the face of challenges. Such learning outcomes can contribute towards citizenship education and participation in Singapore now and in the future. In recent years, the government has been more open to its citizens’ views on policy matters and have tweaked several of its policies on health, social and economic matters by incorporating their views. It has also encouraged greater community involvement in partnership with it to make Singapore a better and a more inclusive home for all of its people (The Straits Times, 2014). Hence, children as future leaders of the country will be well prepared for their citizenship roles if they start from young to learn in an inquiring environment.

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Shifting Scales of Time and Space: Establishing Connections Across the Humanities

Author/s:

Tharuka Prematillake Thibbotuwawa

Tharuka Prematillake Thibbotuwawa (National Institute of Education, Singapore) Keywords History Social Studies Junior College Secondary School Historical thinking Introduction Meaningful understanding of history and geography involves being able to identify and establish connections across time and space scales (An et al., 2015; Bain, 2005; Baker, 2003; Foskett, 1999). Nonetheless, one key problem in the history and […]

Tharuka Prematillake Thibbotuwawa (National Institute of Education, Singapore)

Keywords
History
Social Studies
Junior College
Secondary School
Historical thinking

Introduction
Meaningful understanding of history and geography involves being able to identify and establish connections across time and space scales (An et al., 2015; Bain, 2005; Baker, 2003; Foskett, 1999). Nonetheless, one key problem in the history and geography curricula of schools today is this lack of connectivity and sense of scale.[i] Thus, it is appropriate to find out how to help teachers and students expand their disciplinary thinking towards a more holistic (or interdisciplinary) approach that encourages them to shift scales and make connections across time and space. To answer this question, this article proposes a potential conceptual framework in which History and Geography, as interdisciplinary subjects, can conduct meaningful dialogues with each other so that students and teachers can extend their thinking to deepen their understanding of both disciplines and to identify connections across scales of time and place. This framework will be introduced through two initiatives, The Historian’s Lab (HL) and The Sustainability Learning Lab (SLL), funded by an EduLab grant, and currently being developed by the staff in the Humanities and Social Studies Education Academic Group (HSSE AG) in the National Institute of Education (NIE), (Singapore). However, it is important to note that this framework is a work-in-progress and will be further modified and developed as the project moves forward.

Background
Historians and geographers have long argued the necessity of viewing both History and Geography (as subjects) from wider perspectives – beyond isolated events of the past or physical geographic features – to identify connections across time and space (Baker, 2003). For instance, historian Geoffrey Barraclough has emphasised the need to look beyond national histories to a whole world system of history, arguing that it is not only possible but also necessary to view the past “by attuning it to the world in which we live in today” (as cited in Baker, 2003, p.194), so as to gain a more sophisticated understanding of historical events. Hence, instead of the traditional narrow focus on Asian history as the history of a region, it could be understood in relation to Asia’s place in the world and through making connections to the past, present and future across both time and space. In a keynote address at the recent Humanities Colloquium organised by NIE (2016), historian Bob Bain, in channelling French historian Emmaunuel Le Roy Ladurie, conveyed a similar idea. Using Ladurie’s famous observation of historians being either parachutists or truffle-hunters, Bain expanded the metaphors to state his case that it is a necessity for historians to be both truffle-hunters and parachutists.[ii]

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Conceptual Teaching in Primary Social Studies: Teaching the Primary Three Reader,“Making the Little Red Dot Blue and Brown” in a Conceptual Way

Author/s:

Sim Hwee Hwang

Sim Hwee Hwang (National Institute of Education, Singapore) Keywords Social Studies Junior College Secondary School Primary School Social Studies Conceptual Teaching Abstract This paper looks at what conceptual teaching is about, the differences between conceptual and traditional teaching and the advantages of conceptual teaching. Different deductive and inductive approaches for teaching the big ideas of subject […]

Sim Hwee Hwang (National Institute of Education, Singapore)

Keywords
Social Studies
Junior College
Secondary School
Primary School
Social Studies
Conceptual Teaching

Abstract
This paper looks at what conceptual teaching is about, the differences between conceptual and traditional teaching and the advantages of conceptual teaching. Different deductive and inductive approaches for teaching the big ideas of subject matter, that is, the concepts and generalisations, are described. The paper also focuses on the teaching of the primary three social studies reader entitled, “Making the Little Red Dot Blue and Brown” using some of the conceptual teaching approaches mentioned. The paper concludes with the importance of teacher subject matter knowledge in conceptual teaching.

A Paradigm Shift: Conceptual Teaching for Primary Social Studies
One longstanding issue which primary social studies teachers in Singapore schools face is the challenge of content coverage, especially in the upper primary, within a tight curriculum time. As it is, the time allocation for lower primary social studies teaching is a single period of 30 minutes per week; and for upper primary, it can range from a weekly of two periods of 60 minutes (Primary 4) to three periods of 90 minutes (Primary 5 and 6) per week (CPDD, 2013). Moreover, the upper primary periods are not necessary arranged back to back for uninterrupted teaching and the periods at all levels can be scheduled just after the morning school assembly, recess or physical education or music lessons. When such periods do not end on time, the amount of time for actual social studies teaching can be reduced as time is needed for pupil movement and settling down. Some teachers worry that if they do not teach the social studies textbooks produced by the Ministry of Education (MOE) from cover to cover, they are not doing their job as teachers properly. For these teachers, the “tyranny of content coverage” is a pressing concern.

To overcome the above-mentioned challenge, one needs to rethink the way primary social studies can be taught. The paradigm shift requires one to teach conceptually but what is conceptual teaching? According to Erickson (2002, 2007, 2008), conceptual teaching or concept-based instruction as she called it goes beyond fact acquisition. It is about teaching the big ideas of a subject matter using relevant content, information or facts to support that teaching. Teachers do not have to teach all the factual content in conceptual teaching. Instead they need to select and reorganise only the relevant ones to teach these big ideas. Conceptual teaching is best achieved through inductive teaching as pupils are guided to understand the big ideas rather than through direct instruction of what these ideas are. The insights they gain from such teaching can help them retain and better transfer their learning to other contexts.

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Diversity: Approaches to building conceptual understanding in the Social Studies classroom

Author/s:

Koh Kar Loong Kenneth

Koh Kar Loong Kenneth (Yuying Secondary School (Singapore)) Chelva Rajah S N (National Institute of Education (Singapore)) Keywords Social Studies Junior College Secondary School Understanding Social Studies Diversity Abstract With the heightened emphasis placed on students’ understanding of core content or key concepts in the 2016 Social Studies curriculum in secondary schools, it remains of utmost interest […]

Koh Kar Loong Kenneth (Yuying Secondary School (Singapore))
Chelva Rajah S N (National Institute of Education (Singapore))

Keywords
Social Studies
Junior College
Secondary School
Understanding Social Studies
Diversity

Abstract
With the heightened emphasis placed on students’ understanding of core content or key concepts in the 2016 Social Studies curriculum in secondary schools, it remains of utmost interest for the social studies teacher to revisit some of the key strategies and beliefs involved in building conceptual understanding in the classroom. This pedagogy was developed to strengthen students’ understanding and appreciation of key concepts and principles while encouraging them to apply these concepts to their understanding of the world around them. This article thus seeks to explore the various pedagogical beliefs, instructional strategies and challenges that would be applicable for the classroom teacher in the conduct of the new Social Studies syllabus. For the purpose of this article, we will be touching on the concept of diversity to anchor our discussions. Having a good grasp of the key concept of diversity is an essential part of students’ learning as this concept forms the building blocks for gaining a better understanding about the issue on ‘Living in a Diverse Society’.

Introduction
The Ministry of Education, Singapore introduced a new Social Studies syllabus in 2016, which presents a paradigm shift in the teaching of the subject. Rather than the traditional content-based mode of teaching, the new syllabus emphasises an issue-based pedagogy that revolves around student mastery of core content (key concepts) and dynamic content (case studies). This pedagogy was developed to strengthen students’ understanding and appreciation of key concepts and principles while encouraging them to apply these concepts to their understanding of the world around them. The revised syllabus revolves around three broad issues: citizenship and governance, diverse society, and globalisation.

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Developing Conceptual Understanding in Social Studies Using Technology and Discussion

Author/s:

Mark Baildon

Mark Baildon (National Institute of Education (Singapore)) Michelle Lin (Pei Hwa Secondary School, Singapore) Gean Chia (National Institute of Education, Singapore) Keywords Social Studies Junior College Secondary School Conceptual Understanding in Social Studies Using Technology Introduction Social studies concepts are tools for understanding our experience, the past, and the social world. They are broad, organizing ideas that can […]

Mark Baildon (National Institute of Education (Singapore))
Michelle Lin (Pei Hwa Secondary School, Singapore)
Gean Chia (National Institute of Education, Singapore)

Keywords
Social Studies
Junior College
Secondary School
Conceptual Understanding in Social Studies
Using Technology

Introduction
Social studies concepts are tools for understanding our experience, the past, and the social world. They are broad, organizing ideas that can be expressed in one or two words and they are defined by key characteristics or attributes. They help us think about groups of objects, actions, people, issues, or relationships in the social world and can be applied to make sense of new situations and information that we encounter in our experience. Concepts help us learn by organizing new information and experience into mental constructs or schema. In social studies, concepts like trade-offs, identity, integration, and interdependence serve these purposes.

Important concepts that structure Issue One in Singapore’s new Social Studies syllabus include citizenship, trade-offs and governance. For example, to understand the concept of governance students are expected to understand the functions of governments, such as rule-making (i.e., laws) and the role of government in working for the good of society by maintaining order and ensuring justice (with each – the social good, order, and governance – also core social studies concepts necessary for students to understand). By understanding that governance consists of these common attributes – rule making, maintaining order and ensuring justice – no matter which society or government they are examining, students will be better positioned to think about governance, how different governments function, and analyze the role of government in making laws, maintaining order, and ensuring justice. They will be better able to think about the role that government plays in their own experience, the laws that affect them as young people, and what various levels of government do to help provide order and fairness in their community and even at school.

In this article, we share the experience of one Secondary Social Studies teacher, Michelle, in having her students investigate the question of whether or not the Singapore government has done enough to ensure progress in Singapore. Although initially taught prior to the introduction of the new syllabus, we believe it serves as an example of a Social Studies lesson focused on conceptual understanding. To understand the concept of governance and the role of the government in society, she asked them to consider another core social studies concept – progress. The concept of progress is central to the discipline of sociology. It is essential for understanding contemporary society and in developmentally-minded Singapore, the notion of progress is central to thinking about governance and the effects of government policy to support personal well-being, social improvement and economic growth. As the sociologist Robert Nisbet (1980) argued, “no single idea has been more important than…the idea of progress” (p. 4). The Social Progress Index provides several attributes that might help teachers and students consider different facets of social progress, such as well-being (e.g., healthcare, housing, social connection, etc.), whether or not basic human needs are met in society (e.g., clean air and water, safety and security, etc.), and opportunity (e.g., social mobility, inclusion, economic opportunity, etc.). In determining whether government policies had “done enough,” students might consider the extent to which they think policy adequately promoted these aspects of social progress.

We outline Michelle’s lesson in having students consider different attributes of progress by examining different perspectives through source work, class discussion, and the use of technology. After providing this short lesson vignette, we conclude by highlighting Michelle’s takeaways from the lesson and the shift in her thinking about teaching Social Studies.

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The Phasing-Out Of Venice In The Social Studies Curriculum: No More Lessons To Be Learnt?

Author/s:

Teddy Sim Y.H.

Teddy Sim Y.H. (National Institute of Education (Singapore)) Keywords Social Studies Secondary School Survival Of Venice Learning Lessons In History The Problem The notion of linking Venice to Singapore is not new. As Singapore reaches 50 years old, books have appeared to question the city-state’s survival or its next phase. In the social studies textbook of […]

Teddy Sim Y.H. (National Institute of Education (Singapore))

Keywords
Social Studies
Secondary School
Survival Of Venice
Learning Lessons In History

The Problem
The notion of linking Venice to Singapore is not new. As Singapore reaches 50 years old, books have appeared to question the city-state’s survival or its next phase. In the social studies textbook of Singapore, the chapter of Venice in which students have been studying for more than a decade is about to be phased out from 2016. Has the chapter achieve its aim of making students learn some lessons of survival from Venice? Are there alternative ways to help the students discuss the developments of Venice? This paper will venture to make an attempt of last voyage to see what can be gleaned from a city which has survived a thousand years.

The first question and issue to deal with must be: can lessons of history be learnt? And then, can lessons be learnt from Venice by Singapore? “Learning lessons from history” has almost become a cliché. Some thought the derivation of these was the only utility of history. Figuratively speaking, “those who were doomed to repeat history failed to learn from it” (rendition from Winston Churchill). From the different perspectives (realist, Dawinian, biologist), peoples or civilisations which do not learn their lessons very well became extinct in history. In truth, practitioners of military history know that lessons from battle were only learnt after simulating the various alternative scenarios or having pondered deeply. If no two situations were ever alike in history, it is not surprising that the key to diffusing a new situation is sometimes linked with being able to anticipate or predict it. At the other end of the extreme, Michael Howard in his inaugural Regius Professor Chair lecture in 1981 at Oxford University (entitled “Lessons of history”) questioned the potentiality of learning lessons from history. While he accedes there might be a need for history to be more ‘relevant’ and ‘civic conscious’, one needs to be very careful and more open (or ignorant). Being ‘ignorant’, according to Howard, means not to be constrained by any type of parochialism. Howard also cautions against judging the ‘usefulness’ of histories and events in terms of their contemporary-ness; ‘lessons’ can come from all periods and geographical areas in history. In this direction, the topic of Venice in the Singapore social studies textbook can offer insightful lessons if issues in both societies and their overlap (or lack of) is discussed in a more open and in-depth manner (Howard, 1992).

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Economic Pragmatism and the ‘Schooling’ of Girls in Singapore

Author/s:

Kho Ee Moi

Kho Ee Moi (National Institute of Education, Singapore) Keywords Social Studies History Junior College Secondary School History of Education Introduction Women in Singapore today are considered by many to be modern, liberated and progressive. They have been accorded many opportunities for education and employment since the 1960s and appear to have made great strides in many […]

Kho Ee Moi (National Institute of Education, Singapore)

Keywords
Social Studies
History
Junior College
Secondary School
History of Education

Introduction
Women in Singapore today are considered by many to be modern, liberated and progressive. They have been accorded many opportunities for education and employment since the 1960s and appear to have made great strides in many areas of economic and social life in Singapore. An official survey outlined women’s socio-economic and educational achievements in Singapore between 1987 and 1997 thus (Department of Statistics, 1998, p.1):

Along with Singapore’s economic progress, women in Singapore have achieved significant improvements in various aspects of their life. Their educational level is almost on par with men, they participate actively in economic and social activities, and they have access to good health care and live longer lives. Concomitant with these changes is the marked improvement in the status of women in Singapore society.

Indeed, since the People’s Action Party (PAP) was elected into power, Singapore women have made great strides in the socio-economic arena as a result of the ruling party’s policy of equal opportunities. Between the years 1959 and 2010, the educational profile of the female population has improved markedly. Women’s literacy rate rose significantly from a mere 34% in 1957 to 93.8% by the year 2010 (Singapore, 1964 & Department of Statistics, 2012). The mean years of schooling for girls more than doubled from 4.6 in 1980 to 9.7 in 2010 (Department of Statistics, 2012). The increase in the number of years of schooling means that most girls were going on to secondary and even tertiary education. By the year 2010, approximately 93.6% of females aged 15–24 years and 93% aged 25–34 years had received at least a secondary education.[i] Women’s economic position has improved significantly as a result of education and their greater participation in the workforce. The female labour force participation rate (FLFPR) rose to 58.6% in 2014 from a mere 21.6% in 1957 (Singapore, 1964, p. 80; Ministry of Social & Family Development Research Room, 2015). The financial position of women has also been enhanced over the years as a result of a significant increase in the income of females. The median monthly income of women rose from $2,863 in 2010 to $3,518 in 2014 (Ministry of Social and Family Development Research Room, 2015). Based on these statistics, it looks like access to modern education and job opportunities has empowered many Singapore women. For many in Singapore, gender issues are not significant areas of concern because the ruling party’s declared policy of equal opportunities has allowed women to achieve much in society.

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Index

Johannis Auri Bin Abdul Aziz

Authors List

Authors List

The Elected Presidency

Storytelling in the Social Studies Classroom

Learning about Issues through Discussion in the Primary Social Studies Classroom: A Shared Inquiry Approach

Using Investigation and Discussion to Inquire about Issues in Primary Social Studies

Shifting Scales of Time and Space: Establishing Connections Across the Humanities

Conceptual Teaching in Primary Social Studies: Teaching the Primary Three Reader,“Making the Little Red Dot Blue and Brown” in a Conceptual Way

Diversity: Approaches to building conceptual understanding in the Social Studies classroom

Developing Conceptual Understanding in Social Studies Using Technology and Discussion

The Phasing-Out Of Venice In The Social Studies Curriculum: No More Lessons To Be Learnt?

Economic Pragmatism and the ‘Schooling’ of Girls in Singapore

HSSE Online

HSSE Online