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Amanda Thompsons notes on Chapter 1 of Teaching Studies of Society & Environment in the Primary School by Ruth Reynolds Date: July 12th 2011 Reynolds (Chapter 1) This includes subjects such as: · History · Geography · Sociology · Economics . Anthropoloyg . Accounting . Archaeology . Ecology . Law . Philosophy . Politics . Psychology And cross-disciplinary studies such as: · Aboriginal Studies · Environmental Studies · Religious Studies · Peace Studies · Asian Studies . Business Studies . Community Studies . Global Studies . Multicultural Studies . Astronomy (Tunball) . Earth science (Tunball) . Genetics (Tunball) . Forensics (Tunball) . Tourism . Women's Studies And some integrated studies such as: · Civics · Social Studies · Australian Studies - This study is approached and emphasises on student inquiry and problem solving (p1). - There have always been issues of definitively establishing the purpose and parameters of SOSE. Divisions are between the (p2): 1. Cultural traditions approach (passing on of important traditions from our past) 2. Decision making approach (working to transform our society) - The AEC (Australian Education Council) //Statement on Studies of Society and Environment for Australian Schools// proposed 5 knowledge and understanding strands(p3), this was designed to enhance educational collaboration between Australian states: 1. Time 2. Continuity and change 3. Place and space 4. Culture 5. Resources 6. Natural and Social Systems - And 1 process strand(p3): 1. Investigation, Communication and Participation - In Primary schools the ‘integrated approach’ based on the SOSE strands prevails, guided strongly by schools needs (p3). - It has been established that there are 2 ends of a continuum when establishing what knowledge and understandings are essential for SOSE (p4). 1. Facts & groups of facts 2. Concepts to be explored where no fact is more important than another - Habermas (1971) explains why knowledge is not necessarily an easy area from which to make selections (p4). He posited 3 groups of knowledge: 1. Substantive or propositional knowledge or Technical knowledge (knowing something is the case) 2. Procedural or practical knowledge (knowing how to do something) 3. Contextual or critical knowledge (knowing when, where and why to use given concepts) (Gilbert & Vick, 2001; Hoepper & Land, 2001) - SOSE is best approached with consideration into what kinds of future citizens we wish to promote (p4). - The Australian Council of Deans of Education believe that contextual and critical knowledge will be valued more in the future world, therefore, the SOSE curriculum must assist students in making judgements as to where to apply their technical and practical knowledge to new situations (need to paraphrase) (p 5). - Types of skills SOSE learners will need from a futures perspective (p5) also known as the **inquiry process** which includes all these skills: 1. Self-directed 2. Flexible and creative 3. Collaborative 4. Complex thinking skills and be reflective of their learning 5. Vision of their role in the world and be able to apply their skills to something meaningful for them and others - Activities that guide students through meaningful social investigations (p5) - Inquiry process depends on students being strongly involved in the learning process and they actively construct meaning, negotiate all aspects of learning, frame questions to be answered, learn in a social context and can be involved in taking some kind of action (p5) - There are a number of different ways of classifying this sequence, it revolves around a: 1. Progression of framing and focusing questions 2. Locating 3. Organising and analysing evidence 4. Evaluating, synthesising and reporting conclusions 5. Taking action of some sort 6. Reconsidering consequences and outcomes of each above phase - Difficulties to the inquiry process as an approach, particularly in low-achieving classes where students have insufficient knowledge base or students lacking self-discipline as well as some cultural shortcomings (p5). - Implementing Gardners Multiple Intelligences in SOSE as thinking skills such as (p5-6): 1. Visual/spatial 2. Bodily/kinaesthetic 3. Musical/rhythmic 4. Interpersonal/intrapersonal 5. Verbal/linguistic 6. Logical/mathematical - Mayer Key as a guide to SOSE (p6) 1. Collecting and analysing and organising ideas 2. Communicating ideas and information 3. Planning and organising activities 4. Working with others and in teams 5. Solving problems 6. Using technology 7. Cultural understanding - Values in Action action (Ghaye and Lillyman 2000) = our actions are influenced by our values (p6). - The National Framework for Values Education in Australian Schools identifies 9 values for Australian schools (p7): 1. Care and compassion 2. Doing your best 3. Fair go 4. Freedom 5. Honesty and trustworthiness 6. Integrity 7. Respect 8. Responsibility 9. Understanding, tolerance and inclusion - The Values Education Study final report identified 3 different domains of values in education (p7): 1. Articulating values in the school’s mission/ethos 2. Developing student civic and social skills and building resilience 3. Incorporating values into teaching programs across the KLA’s **__ EDSS223 Topic 1 _ Notes __** Reynolds (Chapter 1) ** What is SOSE = Studies of Society and Environment ** ** What is HSIE = Human Society and it’s Environment (NSW) ** This includes subjects such as:  · History  · Geography  · Sociology Renae Bentley - 19/7/2011. IGASAR document.  · Economics And cross-disciplinary studies such as:  · Aboriginal Studies  · Environmental Studies  · Religious Studies  · Peace Studies  · Asian Studies And some integrated studies such as: <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;"> · Civics <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;"> · Social Studies <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;"> · Australian Studies <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- This study is approached and emphasises on student inquiry and problem solving (p1). <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- There have always been issues of definitively establishing the purpose and parameters of SOSE. Divisions are between the (p2): <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Cultural traditions approach (passing on of important traditions from our past) <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Decision making approach (working to transform our society) <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- The AEC (Australian Education Council) //Statement on Studies of Society and Environment for Australian Schools// proposed 5 knowledge and understanding strands(p3), this was designed to enhance educational collaboration between Australian states: <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Time <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Continuity and change <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">3. Place and space <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">4. Culture <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">5. Resources <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">6. Natural and Social Systems <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- And 1 process strand(p3): <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Investigation, Communication and Participation <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- In Primary schools the ‘integrated approach’ based on the SOSE strands prevails, guided strongly by schools needs (p3). <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- It has been established that there are 2 ends of a continuum when establishing what knowledge and understandings are essential for SOSE (p4). <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Facts & groups of facts <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Concepts to be explored where no fact is more important than another <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- Habermas (1971) explains why knowledge is not necessarily an easy area from which to make selections (p4). He posited 3 groups of knowledge: <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Substantive or propositional knowledge or Technical knowledge (knowing something is the case) <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Procedural or practical knowledge (knowing how to do something) <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">3. Contextual or critical knowledge (knowing when, where and why to use given concepts) <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; top: 0px; width: 1px;">(Gilbert & Vick, 2001; Hoepper & Land, 2001) <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- SOSE is best approached with consideration into what kinds of future citizens we wish to promote (p4). <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- The Australian Council of Deans of Education believe that contextual and critical knowledge will be valued more in the future world, therefore, the SOSE curriculum must assist students in making judgements as to where to apply their technical and practical knowledge to new situations (need to paraphrase) (p 5). <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- Types of skills SOSE learners will need from a futures perspective (p5) also known as the **inquiry process** which includes all these skills: <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Self-directed <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Flexible and creative <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">3. Collaborative <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">4. Complex thinking skills and be reflective of their learning <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">5. Vision of their role in the world and be able to apply their skills to something meaningful for them and others <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- Activities that guide students through meaningful social investigations (p5) <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- Inquiry process depends on students being strongly involved in the learning process and they actively construct meaning, negotiate all aspects of learning, frame questions to be answered, learn in a social context and can be involved in taking some kind of action (p5) <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- There are a number of different ways of classifying this sequence, it revolves around a: <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Progression of framing and focusing questions <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Locating <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">3. Organising and analysing evidence <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">4. Evaluating, synthesising and reporting conclusions <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">5. Taking action of some sort <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">6. Reconsidering consequences and outcomes of each above phase <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- Difficulties to the inquiry process as an approach, particularly in low-achieving classes where students have insufficient knowledge base or students lacking self-discipline as well as some cultural shortcomings (p5). <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- Implementing Gardners Multiple Intelligences in SOSE as thinking skills such as (p5-6): <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Visual/spatial <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Bodily/kinaesthetic <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">3. Musical/rhythmic <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">4. Interpersonal/intrapersonal <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">5. Verbal/linguistic <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">6. Logical/mathematical <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- Mayer Key as a guide to SOSE (p6) <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Collecting and analysing and organising ideas <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Communicating ideas and information <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">3. Planning and organising activities <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">4. Working with others and in teams <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">5. Solving problems <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">6. Using technology <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">7. Cultural understanding <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- Values in Action action (Ghaye and Lillyman 2000) = our actions are influenced by our values (p6). <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- The National Framework for Values Education in Australian Schools identifies 9 values for Australian schools (p7): <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Care and compassion <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Doing your best <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">3. Fair go <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">4. Freedom <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">5. Honesty and trustworthiness <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">6. Integrity <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">7. Respect <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">8. Responsibility <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">9. Understanding, tolerance and inclusion <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">- The Values Education Study final report identified 3 different domains of values in education (p7): <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">1. Articulating values in the school’s mission/ethos <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">2. Developing student civic and social skills and building resilience <span style="display: block; height: 1px; left: -10000px; margin-left: 72pt; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: 0px; width: 1px;">3. Incorporating values into teaching programs across the KLA’s <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: 0px; width: 1px;">NSW HSIE Framework <span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: 0px; width: 1px;">NSW HSIE K-6 Syllabus Outcome Strands (p10)
 * __ EDSS223 Topic 1 _ Notes __**
 * What is SOSE = Studies of Society and Environment **
 * What is HSIE = Human Society and it’s Environment (NSW) **