Che Andrea A.

Abarra EDSS 2

BEED IID

MODULE 3-4: TEACHING SOCIAL STUDIES IN INTERMEDIATE GRADES- CULTURE AND BASIC
GEOGRAPHY

LESSON 3: Elementary Social Studies Curriculum

Exercise l: Thinking Venn Using the curriculum guide, compare and contrast the elementary from the
secondary social studies curriculum.

-BASIC ELEMENTS

-PAST CIVILIZATION
-INFORMATION - ELEMENTS
-INFORMATION
LITERACY
-past, present,
LITERACY
-CRITICAL
and future of our
-PROSOCIAL SKILLS THINKING
-INTERPERSONAL -SOCIO- society
EMOTIONAL
INTERACTIONS DEVELOPMENT -BROADER

KNOWLEDGE

CHALLENGE
Answer the following questions. Substantiate your point by providing relevant facts/data.

1. Are the themes in Araling Panlipunan relevant to the context of the Philippine society?

Yes, Araling Panlipunan is important to our society as a whole; in some senses, it represents a
country's sociological landscape, such as culture, customs, and traditions, to mention a few.
Studying a country's history may give insight into not just Filipinos' civic and everyday lives,
but also one's own civic existence. This isn't exclusive to the Philippines; it also occurs in
other nations. The Philippines' history is as significant as that of any other country. Knowing
our history gives us a sense of pride and helps us understand how our country came to be.
The importance of history in fostering nationality and culture in young people cannot be
overstated.
2. Is the expanding environment model appropriate for the elementary social studies curriculum? Prove
your answer.

Yes, it is appropriate for the elementary social studies curriculum. For today's young learners,
the "expanding communities" curriculum paradigm of self, family, community, state, and nation is
insufficient. Civic involvement, as well as knowledge from the fundamental curriculum areas of civics,
economics, geography, and history, should be included in elementary social studies. When critical
thinking, socio-emotional development, prosocial skills, interpersonal interactions, and information
literacy are fostered in the framework of social studies, they become more relevant and practical.
Students are also better prepared to be engaged and responsible citizens in the twenty-first century as a
result of the use of technology into primary social studies. 8 Even for the youngest students, digital
citizenship must become a focus in our classrooms.

3. Suggest ways on how, to make the elementary social studies curriculum relevant for 21st century
Filipino learners.

- Improve the efficacy of elementary teacher preparation and professional development.

- Devote time and resources to teaching social studies to primary kids.

- Collaborate on the development of well-aligned, high-quality standards, curricula, and

assessment methods.

- At the local, state, and national levels, advocate for high-quality social studies education.
Che Andrea A. Abarra EDSS 2

BEED IID

MODULE 3-4: TEACHING SOCIAL STUDIES IN INTERMEDIATE GRADES- CULTURE AND BASIC
GEOGRAPHY

LESSON 4: CONSTRUCTIVIST THEORY IN TEACHING SOCIAL STUDIES

ASSESS
Exercise l: Thesis-Proof Statement Try to complete the matrix below

TOPIC THESIS (ARGUMENT) PROOF (ATLEAST 2) CONCLUSION

A total of 53 studies about
effects of constructivist learning
approach on students' academic
achievement are brought
together. The total number of
samples is 3271 (number of
samples of control group and
the experimental group).
According to the random effects
Constructivist The Effects of the model, the overall effect of
Pedagogy Constructivist Learning studies are between 0,910 and
Approach on Student’s 1,402 interval of the confidence
and according to the effect size
Academic classification of Cohen and his
Achievement: A Meta- friends, they have a strong level
of effect. According to the
Analysis Study results of research made in
order to analyze the effects of
constructivist learning approach
on students' academic
achievements compared to the
traditional learning method, we
observe positive effects. This
effect is seen on a strong level.
While 50 of 53 studies are in a
positive way, 3 of them give
negative results. 3 studies with
negative effects do not explain
why exactly they have results in
favor of traditional learning
methods. In order to reduce to
0.01 the effect size value of 53
studies merged with meta-
analysis method, we need to
have at least 4860 studies which
have zero as effect size value. By
looking at the important
number of studies, we can say
that analysis results are reliable
and that they have a low
publication bias.
 Pedagogy is not just a fancy
word for teaching. It is the
holistic process that
transforms both the teacher
and the taught. It has a
communicative role because
it helps coimect people to
content, people to people,
and therefore, people to the
world. It has a critical role as
it illuminates and unveils. It
has a political role since it
has the potential to show
the coimection between
voice and power. It is social
as it can hold a mirror up to
us and the society we live in.
Most of all, it is deeply
humanistic since it offers us
an opportunity to look inside
ourselves and understand
Social Constructivism ourselves in the context of
the world around us, and
Theory into practice: therefore shape and be
social constructivism shaped by the world.
and technology in Pedagogy, like Aladdin's
instructional technology Lamp, is truly a dialectic
and teacher education magic that teachers hold in
their hand, but one that can
only be released by learners.
In our experience, letting
instruction be lead by
Vygotsky's principles and
priorities released some of
that magic in the classroom.
Technology in a social
constructivist classroom
often takes a different turn
than the philosophy,
especially a meta-medium
like the computer. The very
structure of a computer lab
impedes group building and
easy flow of conversation.
Both students and
instructors in the course
preferred the smaller desks-
and-chairs only classroom
for group work and we used
the computer lab only when
we had to be in front of the
computer. At times when we
had to engage in group
activities in the lab, students
often foimd a rare piece of
carpet space in the aisles
and sat on the floor before
they started their
 discussions. The noise and
hum of the machines also
drowned our voices and
diluted the meaning in our
messages. Although these
are minor structural factors,
the point I am dying to make
is that it would have been
impossible to really
encourage the kind of
discursive inquiry in the
classroom community that
we did, had it not been for
the option to use another
smaller room nearby.
The theoretical and
practical weakness of the
constructivist paradigm
seems paradoxical in view
of its meteoric ascent in
the academic and
administrative realms.
This paradox and the
academy’s hasty
Radical Constructivism Radical Constructivism: conversion to the
Between Realism and constructivist vogue—a
Solipsism scarcely constructivist
process of propagation—
require some
explanation. Some of the
social and ideological
functions of radical
constructivism can be
perceived from
Glasersfeld’s idea that
constructivism leads to
the conclusion that “we
are . . . responsible for
the world that we are
experiencing” (1990, p.
28), or with greater
clarity (Glasersfeld, 1993,
p. 20), . . . the
constructivist thought . . .
inevitably leads to make
of the thinking person the
only one responsible for
his thoughts, knowledge
and behavior. Today,
when the behaviorists try
to attribute all the
responsibility to the
environment and the
sociobiologists delight in
 attributing a good part of
it to the genes, few
sympathies result for a
theory that maintains
that the world in which
we seem to live is due
only to ourselves. This is
what constructivism tries
to affirm . . . and in its
attempt to do so, it
exposes some aspects of
the theory of knowledge
that otherwise would be
unnoticed.
Epistemological aspects
are here subordinated to
the aim of proclaiming
personal responsibility for
every social problem or
situation. The
preponderant role, in
constructivist theory, of
the justifying aim of social
structures and situations
is an argument repeated
in Glasersfeld (1995a, p.
19): It [constructivism] . . .
claims to be only one
coherent way of thinking
that helps to acquaint us
with the fundamentally
inexplicable world of our
experiences and, perhaps
more importantly, places
the responsibility for
actions and thoughts
where it belongs: on the
individual thinker

EVALUATE
Answer the following questions. Substantiate your point by providing relevant facts/data.

1. Enumerate and explain the basic tenets of constructivism as an educational philosophy.

● Knowledge is not passively accumulated, but rather, is the result of active cognizing by
the individual;

 Cognition is an adaptive process that functions to make an individual's behavior more

viable given a particular environment;
  Cognition organizes and makes sense of one's experience, and is not a process to render an
accurate representation of reality; and

 Knowing has roots in both biological/neurological construction, and social cultural, and
language-based interactions (Dewey, 1916/1980; Garrison, 1997, 1998; Gergen, 1995; Maturana
& Varela, 1992)

2. What are the implications of constructivism to social studies class?

Constructivism learning theory, as we all know, proposes new explanations for learning and
instruction. Students are the topic of instruction, according to this view. More should be offered by
teachers. Humanism is concerned with pupils and works to provide a positive learning atmosphere for
them. It encourages initiative and connection in the classroom. Students should use interactive activities
to concentrate on exploration and cooperative learning based on prior knowledge and experiences.
Students can continually increase their cognitive skills in this manner. Teachers may assist pupils in
developing good learning techniques, affection, attitude, and habit. All of these creative concepts make
up the constructivism teaching theory framework, which makes a significant contribution to current
teaching theory.