Issues on Social Studies

Five major issues being confronted by Social Studies in General

 

-Method VS. Subject Matter or Content

According to Whitson (2004), the treatment of method in education today has become too distant from subject matter, often placing excessive emphasis on disembodied skills and specialized concerns. Thornton (1997, as cited in Whitson, 2004) criticizes this approach, highlighting issues such as an overemphasis on "higher-order questions," "individualized educational programs," and "CLOZE" tests, which assess reading difficulty in isolation from the core subject matters of the curriculum. This disconnects risks undermining the depth and coherence of student learning by prioritizing instructional techniques over meaningful engagement with content.

Whitson (2004) questions the idea of teaching methods that are separate from content, saying, "I have difficulty imagining how the practices of social studies pedagogy could be separated along the lines of content vs. process" (p. 22). This means that what is taught (content) and how it is taught (process) are closely connected. Good teaching requires a balance, making sure that teaching strategies are tied to the subject matter rather than being used as isolated skills without real meaning.

 

- Pedagogical Content Knowledge" (PCK) of the Subject(s) to be Taught

This refers to a teacher’s ability to blend subject matter knowledge with effective teaching strategies. It means that teachers not only understand the subject they are teaching (content knowledge) but also know the best ways to explain it to students (pedagogical knowledge).

According to Sosniak (1999, as cited in Whitson, 2004), PCK integrates subject knowledge with teaching strategies, demonstrating that content and method cannot be separated in effective teaching.

Whitson (2004) also explained that a teacher must do more than just understand the subject deeply. They also need to explain it in different ways so that students can easily learn and understand the key concepts.

 

- The subject is not important

Neil House’s (1995, as cited in Whitson, 2004) research in Delaware found that social studies were often neglected in elementary schools because teachers and administrators did not see it as important compared to other subjects like math and reading. Many viewed history and social studies as less valuable and even boring for students. As a result, less time and effort were spent on teaching these subjects, leading to lower student engagement, and understanding.

Because elementary teachers and administrators held these beliefs, students were less likely to develop interest or strong foundational knowledge in social studies. This attitude often continued into high school, where students still saw the subject as unimportant or dull.

- What a civic competence approach to economics and social studies should look like and how it differs from a purely disciplinary focus.

The civic competence approach to social studies is more than just learning separate subjects like history and economics.

Instead of just delivering subject content as dictated by experts in different academic fields, social studies teachers need to connect and integrate knowledge from various subjects into lessons that help students develop skills for active citizenship.

To do this effectively, teachers must not only understand subjects like history and economics but also know how to shape and guide what students should learn.

 

-Teaching Controversial Issues

Teaching controversial issues in social studies is essential for preparing students to be informed, engaged citizens. However, it requires careful planning as this focuses on politics, institutional views, or current events.

However, a teacher might interpret “studying controversial issues” as introducing topics into the curriculum that could be perceived as inappropriate or objectionable by parents, administrators, or the larger public (Ho, McAvoy, Hess, & Gibbs, 2017). These concerns may lead some educators to avoid discussing sensitive topics altogether to prevent potential backlash or conflicts.

 

 

Relate the issues you have identified in your answers in question #1 with the issues confronted within the context of the Philippines.

- The subject is not important

Neil House’s (1995, as cited in Whitson, 2004) research in Delaware found that social studies was often neglected in elementary schools because teachers and administrators did not see it as important compared to other subjects like math and reading.

When I was in grade school, the major subjects that received the most emphasis were English, Math, Science, and Filipino. These subjects were frequently tested, given more instructional time, and considered essential for academic success. In contrast, Social Studies (Araling Panlipunan) seemed to be treated as a secondary or less prioritized subject, much like Physical Education (PE).

I distinctly remember that Social Studies was always scheduled late in the afternoon, at a time when students were already tired, restless, and eager to go home. This scheduling made it even harder to engage with the subject, as most of us were already mentally and physically drained from the day’s lessons.

 

As teachers, what do you think needs to be done with these issues?  Do you think you are contributing in the further reproduction of these issues? Why or why not?

Even though I am not a teacher, I know that I am not contributing to the continued neglect of Social Studies. Being aware of the issue itself is already a step in the right direction because it means recognizing the importance of the subject and its role in shaping informed and engaged citizens.

I also know that I am socially aware and capable of sharing my knowledge with people who may be unaware. I may not be in the field of education, I recognize the significance of history, civic competence, and social awareness in daily life and decision-making.

I know that I am doing my part no matter how small to emphasize the importance of Social Studies in education and society.

 

 

 

References

Whitson, J. A. (2004). What social studies teachers need to know: The new urgency of some old disputes. Critical Issues in Social Studies Teacher Education, 9-35. University of Delaware. https://www1.udel.edu/educ/whitson/897s05/files/Whitson_SocialTeachersNeed2Know.pdf

 

Ho, L. C., McAvoy, P., Hess, D., & Gibbs, B. (2017). Teaching and learning about controversial issues and topics in the social studies: A review of the research. In M. M. Manfra & C. M. Bolick (Eds.), The Wiley handbook of social studies research. John Wiley & Sons.