21st Century Approaches and Strategies in Social Studies
21st Century Approaches and Strategies in Social Studies
21st Century Approaches and Strategies in Social Studies
Introduction
Technology became a huge part of today’s living. Mobile phones, machines and other electronic
devices are examples of it. Students in social studies are bombarded with teaching that
emphasizes exposure to factual material as the most important method of achievement. Students
are frequently urged to recite information in order to demonstrate academic understanding.
Despite an abundance of data advocating for active learning, passive learning dominates the
social studies curriculum. Growing up with this level of technology means having an
unbelievable quantity of information at your disposal. There are children who have never been
more than a few seconds away from answers to their inquiries, with everything available with a
short search. They may educate themselves on any topic of their choice without ever leaving
their bedroom. The present student body is made up of members of Generation Z and Generation
Alpha. These two generations have grown up with technological technology in their homes and
classrooms as a given. They are digital natives, as at ease with applications and coding as their
grandparents were flicking through books.
The strategies of the high school teachers in the Philippines are in routine; there is a motivation
and pre-assessment, unlocking of word difficulties, the discussion itself, and values
integration, the application of the lesson, and assessment or output. The activities given to
students are kind of active learning, such as hands-on activities, cooperative learning,
technology-based, and peer assessment. For teaching Social Studies, the routine of Social
Studies’ teachers in high school are in general, but they focus on the subject matter which is the
Social Studies (Ang et al., 2001; van Gundy, 2005; and Cing, 2014). Also, in teaching Social
Studies in the 21st century, a Social Studies teacher must know or must be familiar to prior
knowledge of his/her students, so that he/ she would be able to distinguish what are new to
his/her students; what lessons or topics that he/she will further explain and focus; and what are
the misunderstandings, misinterpretations, and misconceptions that his/her students must know
(Sinnema & Aitken, 2011). To do this, the teacher must give a pre-test or a preassessment to
his/her students to examine the prior knowledge of his/her students. A Social Studies teacher
should also align outcome to success, students must learn things that will make an impact to their
success. The activities given to students should be memorable or unforgettable and can be
applied to their routine (Stahl & Sickle, 2005; Watkins, 2005; and Sinnema & Aitken, 2011).
There should also be a continuity in learning, where in the students could connect, relate, or
compare their experiences to the lessons they are discussing. The learning must be inclusive, to
avoid biases but open to everyone and everyone’s opinion. Opinions must be critically and
equally accepted. Social Studies must promote dialogue, where in students are distributed or be
grouped for them to interact and communicate with other people. From this, they will be able to
share and exchange ideas which they can throw feedbacks and understand each other’s
differences, and must be analytically and critically understand. When asking for an opinion, the
student is delivering as a citizen. Opinion must be accepted and must be legally processed and
rectify (Riehl, 2000; Zevin, 2007; and Lundberg, 2014).
Approaches in the Teaching
Problem-based learning
Spiral approach
Chronological approach
Conceptual approach
Casual and Cause and Effect chain approach
Problem Based Learning
Problem-based learning (PBL) is a teaching style that pushes students to become the drivers of
their learning education. Problem-based learning uses complex, real-world issues as the
classroom's subject matter, encouraging students to develop problem-solving skills and learn
concepts instead of just absorbing facts.
Spiral Approach
The spiral approach is a technique often used in education where the initial focus of instruction is
the basic facts of a subject, with further details being introduced as learning progresses.
Chronological Approach
The chronological approach is exactly what its name implies: the study of history from one point
in time to another point in time. This means that one history class might cover 200 years of
American or world history, while another class might cover thousands of years from the Stone
Age to the medieval period.
Conceptual Approach
Conceptual Learning involves students engaged in quality learning experiences based around key
concepts and central ideas rather than using the more traditional method of focusing on learning
on topics. ... It promotes the intellectual quality of all students through providing deep and
connected learning experiences.
Casual and Cause and Effect Approach
It reinforces the idea that each CAUSE brings about a related EFFECT, that in turn each
EFFECT becomes a CAUSE for the next effect, and that all CAUSES lead to the final EFFECT.
Conclusion
The ability to think critically and creatively, to collaborate with others, and to communicate
clearly sets students up for success in their careers, but also empowers them to lead happier,
healthier lives. The approaches and strategies in Social Studies in 21st Century became more
convenient, fun and innovative towards young learner’s mind.
Bringing your school into the 21st century requires taking the lead instead of trailing behind,
actively seeking out new ways of doing things and staying in touch with the world outside of the
education system. Change on a broad scale requires leadership in the classroom and across the
school community, but every teacher can take steps immediately to help their students succeed.
Students are taught how to be active, not passive learners.
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