UNIT II
OBJECTIVES AND VALUES OF TEACHING SOCIAL SCIENCE
introduction
Social Studies Curriculum of the preparatory course aims to provide an understanding of the development of community life in the context of time, space, economic, and political will to establish social harmony, progress, and have a rational thought in decision-making. This is done through a balanced interaction with the community and the environment to the well-being, national, and world.
OBJECTIVEs
Social Studies Curriculum is designed to enable students to:
i. linking the disciplines of Social Studies of everyday life of individuals and communities;
ii. Enhance understanding of the social system through the culture and values to create a multi-ethnic society of national integration;
iii. Linking the country with a history of nation building;
iv. Environmental incidents relating to the social and economic development of society;
v. explain basic economic principles and economic activities associated with social development and nation building;
vi. Applying knowledge of environmental education in the life and
vii. Cultivate a spirit of patriotism.
General aims of teaching socialscience
Close acquaintance with the environment.
Interest in socio economic institutions.
Appreciation of cultural heritage.
Shifting of materials
Develop broad mindedness.
Faith in the destiny of nation.
Develop insight in to human relations.
Effective participation in social affairs.
Maximisation of economic and social welfare.
Values of teaching social science
Learning values are considered as one among the important aims of education. Values deposit in the affective domain of the learner personality. Values are expected outcome
Social learning.
Social skills.
Social standards.
Insight regarding social changes.
Social commitment.
Social attitudes.
Sense of belongingness.
Aims and objectives of teaching social science
Objectives are the specific and measurable outcome of instructional goals and objectives of social studies are related directly to our society’s expectation. The for main types of objectives are conceptual, inquiry, skill and affective objectives.
Conceptual objectives.
• To develop understanding fact, concept, generalisation etc.
• Roles interaction and interdependence of individual at home, community, state etc.
• Functions of the family, Government etc.
• Contribution of individual and groups to man’s changing cultural heritage.
Skill objectives.
• To develop competence in using basic skill in the social science.basic skills are:
1. Social skill.
a) Living and work together
b) Sharing ideas and experience with others.
c) Learning self control and self directions.
2. Study skill and work habits.
a) Interpret and make maps, graphs, tables etc.
b) Read social studies materials critically , listen critically and study independently.
3. Groupwork skill.
a) Working co operatively.
b) Participate and leading group discussions.
4. Intellectual skill.
a) Defining and identifying problem.
b) Think critically
Inquiry objectives.
• To developcompetance in using modes, methods and process of inquiry.
• Make plans, identify topic and problem, collecting data,use problem solving procedure.
Affective objectives.
• To identify, describe and demonstrate in individual behaviour and group activities, attitudes, values and feelings.
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES. 1956
Learning is everywhere. We can learn mental skills, develop our attitudes and acquire new physical skills as we perform the activities of our daily living. These domains of learning can be categorized as cognitive affective and psychomotor domains.this categorization is best explained by the Taxonomy of educational objectives formulated by a group of researchers led by Benjamin.s.Bloom in 1956.
Taxonomy is simply a word for a classification. Each domain they arranged the sequence of development of mental abilities in a logical and psychological order.
Are devided
Into
They are
COGNITIVE DOMAIN
The cognitive domain involves the development of our mental skills and the acquisition of knowledge, the six categories under this domain are:
KNOWLEDGE: The ability to recall data and informstions. Recalls, recognize etc.
COMPREHENSION: The ability to understand the meaning of what is known.distinguishes, estimates, interprets explain etc.
APPLICATION: The ability to differentiate facts and opinions. Applies, computes, demonstrates solves etc.
ANALYSIS: The ability to differentiate facts and opinions.analyzes, compares breakdown, differentiates, illustrates, diagrams, discriminates etc.
SYNTHESIS: The ability to integrate different elements or concepts inorder to form a sound pattern or structure so a new meaning can be established.categorizes, combines, creates, organizes, rearrange etc.
Evaluation: The ability to come up with judgements about the importance of concepts.conclude criticizes, justifies, evaluates, appraises etc.
AFFECTIVE DOMAIN
The affective domain involves our feelings, emotion and attitudes. The domain is categorised into 5 sub domains.
Receiving: The awareness of feelings and emotions as well as the ability to utilize selected attention. Asks , chooses , follows , locates , select.
Responding: Active participation of the learner. Helps, greets, labels, performs.
Valuing: The ability to see the worth of something and express itshares, studies, works etc..
Organization: Ability to prioritize a value over another and create a unique value system. Arranges, compares, etc.
Characterization: The ability to internalize values and let them control the person’s behaviour.acts, influences, listen, qualifies etc.
PSYCHOMOTOR DOMAIN
The psychomotor domain is comprised of utilizing motor skills and coordinating them. The seven categories under this include.
Imitation: It is the lowest level of neuro-muscular activity. it starts as impulse are may grow into an overt act with the capacity to repeat the performance.
Key words; copy, follow, mimic, repeat, trace.
MANIPULATION: It involves differentiating among various movements and selecting the proper one. Key words; act, execute, perform.
PRECISION: It involve repletion of selected movements for perfection. Key words; demonstrate, master.
ARTICULATION: The individual will be able to handle many actions in unison. This ability involves co-ordination in action. Key words; adapt , constructs, creates , modifies.
NATURALISATION: perfection in performance is the final level in the mastery of a skill. On attaining perfection action becomes automatic. Key words ; design , develop.
REVISED BLOOM’S TAXONOMY
OBJECTIVES AND VALUES OF TEACHING SOCIAL SCIENCE
introduction
Social Studies Curriculum of the preparatory course aims to provide an understanding of the development of community life in the context of time, space, economic, and political will to establish social harmony, progress, and have a rational thought in decision-making. This is done through a balanced interaction with the community and the environment to the well-being, national, and world.
OBJECTIVEs
Social Studies Curriculum is designed to enable students to:
i. linking the disciplines of Social Studies of everyday life of individuals and communities;
ii. Enhance understanding of the social system through the culture and values to create a multi-ethnic society of national integration;
iii. Linking the country with a history of nation building;
iv. Environmental incidents relating to the social and economic development of society;
v. explain basic economic principles and economic activities associated with social development and nation building;
vi. Applying knowledge of environmental education in the life and
vii. Cultivate a spirit of patriotism.
General aims of teaching socialscience
Close acquaintance with the environment.
Interest in socio economic institutions.
Appreciation of cultural heritage.
Shifting of materials
Develop broad mindedness.
Faith in the destiny of nation.
Develop insight in to human relations.
Effective participation in social affairs.
Maximisation of economic and social welfare.
Values of teaching social science
Learning values are considered as one among the important aims of education. Values deposit in the affective domain of the learner personality. Values are expected outcome
Social learning.
Social skills.
Social standards.
Insight regarding social changes.
Social commitment.
Social attitudes.
Sense of belongingness.
Aims and objectives of teaching social science
Objectives are the specific and measurable outcome of instructional goals and objectives of social studies are related directly to our society’s expectation. The for main types of objectives are conceptual, inquiry, skill and affective objectives.
Conceptual objectives.
• To develop understanding fact, concept, generalisation etc.
• Roles interaction and interdependence of individual at home, community, state etc.
• Functions of the family, Government etc.
• Contribution of individual and groups to man’s changing cultural heritage.
Skill objectives.
• To develop competence in using basic skill in the social science.basic skills are:
1. Social skill.
a) Living and work together
b) Sharing ideas and experience with others.
c) Learning self control and self directions.
2. Study skill and work habits.
a) Interpret and make maps, graphs, tables etc.
b) Read social studies materials critically , listen critically and study independently.
3. Groupwork skill.
a) Working co operatively.
b) Participate and leading group discussions.
4. Intellectual skill.
a) Defining and identifying problem.
b) Think critically
Inquiry objectives.
• To developcompetance in using modes, methods and process of inquiry.
• Make plans, identify topic and problem, collecting data,use problem solving procedure.
Affective objectives.
• To identify, describe and demonstrate in individual behaviour and group activities, attitudes, values and feelings.
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES. 1956
Learning is everywhere. We can learn mental skills, develop our attitudes and acquire new physical skills as we perform the activities of our daily living. These domains of learning can be categorized as cognitive affective and psychomotor domains.this categorization is best explained by the Taxonomy of educational objectives formulated by a group of researchers led by Benjamin.s.Bloom in 1956.
Taxonomy is simply a word for a classification. Each domain they arranged the sequence of development of mental abilities in a logical and psychological order.
Are devided
Into
They are
COGNITIVE DOMAIN
The cognitive domain involves the development of our mental skills and the acquisition of knowledge, the six categories under this domain are:
KNOWLEDGE: The ability to recall data and informstions. Recalls, recognize etc.
COMPREHENSION: The ability to understand the meaning of what is known.distinguishes, estimates, interprets explain etc.
APPLICATION: The ability to differentiate facts and opinions. Applies, computes, demonstrates solves etc.
ANALYSIS: The ability to differentiate facts and opinions.analyzes, compares breakdown, differentiates, illustrates, diagrams, discriminates etc.
SYNTHESIS: The ability to integrate different elements or concepts inorder to form a sound pattern or structure so a new meaning can be established.categorizes, combines, creates, organizes, rearrange etc.
Evaluation: The ability to come up with judgements about the importance of concepts.conclude criticizes, justifies, evaluates, appraises etc.
AFFECTIVE DOMAIN
The affective domain involves our feelings, emotion and attitudes. The domain is categorised into 5 sub domains.
Receiving: The awareness of feelings and emotions as well as the ability to utilize selected attention. Asks , chooses , follows , locates , select.
Responding: Active participation of the learner. Helps, greets, labels, performs.
Valuing: The ability to see the worth of something and express itshares, studies, works etc..
Organization: Ability to prioritize a value over another and create a unique value system. Arranges, compares, etc.
Characterization: The ability to internalize values and let them control the person’s behaviour.acts, influences, listen, qualifies etc.
PSYCHOMOTOR DOMAIN
The psychomotor domain is comprised of utilizing motor skills and coordinating them. The seven categories under this include.
Imitation: It is the lowest level of neuro-muscular activity. it starts as impulse are may grow into an overt act with the capacity to repeat the performance.
Key words; copy, follow, mimic, repeat, trace.
MANIPULATION: It involves differentiating among various movements and selecting the proper one. Key words; act, execute, perform.
PRECISION: It involve repletion of selected movements for perfection. Key words; demonstrate, master.
ARTICULATION: The individual will be able to handle many actions in unison. This ability involves co-ordination in action. Key words; adapt , constructs, creates , modifies.
NATURALISATION: perfection in performance is the final level in the mastery of a skill. On attaining perfection action becomes automatic. Key words ; design , develop.
REVISED BLOOM’S TAXONOMY
