Academic journal article Asian Social Science

Developing Global and Technological Education Standards of Social Education Curriculum in Mid-Stage in Jordan

Academic journal article Asian Social Science

Developing Global and Technological Education Standards of Social Education Curriculum in Mid-Stage in Jordan

Article excerpt

Abstract

The study aimed at developing global and technological education standards of social education curriculum in the Mid-stage in Jordan. The researchers developed an instrument included (31) items of the main concepts and values of the global and technological education. Results after analyzing curricula indicated that the curricula did not take into account the concepts and values of the global and technological according to the standards that have developed. The study included details of the standards and its statistical analyses. Recommendations were given to take use of these standards in the mid-stage by decision makers and more researches in other curriculum domains.

Keywords: global education, technological education, curriculum standards, content analyses

1. The Background of the Study

With regard of their important influence on learners' acquiring skills and morals, social studies curricula play a significant role in constructing a positive and good citizen (physically, mentally, psychologically, socially, and spiritually). Thus, the educational research encyclopedia defines social studies as: parts of social sciences that serve educational purposes. In this sense, 'Social Studies' concerned with human and his interaction with the natural and social environments. It also includes certain skills, morals and trends that are necessary in building up an active and effective member in society. In addition it concerned with natural and human phenomena, thus it helps in building the individual's ability to acquire knowledge in different fields as well as improving desired behavioral trends (Tete, 2002, p. 15).

The significance of social studies curricula appears basically in being a source of social learning and education in which human is the center of the study. In addition to their importance in evoking the learners' interest in present social conflicts and their aware participation in facing their society's social, economic, political, scientific, and technological problems. They also develop scientific thinking and help learners understand generalizations that are based on scientific assumptions these curricula help understand the concept of universal understanding and realizing our position within this world and work on proving our reality (Assakran, 2000, pp. 22-23).

Social studies curricula also aims at evoking loyalty among people along with learners' abilities to analyze, think, conclude and criticize positively on one hand, and realize important concepts like: cooperation, positive competition, and development and change, on the other hand. Other aims include reinforcing the concept of universal cooperation based on mutual-respect, as well as appreciating the human efforts and achievements, old and new ones (Laughlin & Hartoonian, 1995, p.18).

Referring to mid-stage social studies curricula, some distinctive objectives include respecting human rights, practicing equality and justice among people, accepting individual differences in different cultures and environments, appreciating the importance of science and learning in the life of individuals and societies and developing their civilizations, and realizing the necessity of technology and modern equipments in proving production and achieving people's needs. Other objectives are concerned with building knowledge about one's self, family, school, neighborhood, and surrounding environment, as well as acquiring skills of observing, listening, drawing simple plans of the things that one is using, along with the ability to sense place and time and realize their effect on the life of individuals, groups and cultures (Abu Hilu et al, 2004, pp. 29-30).

Supposedly, social studies curricula should work on achieving convergence among nations, and building universal understanding through introducing learners to the world and its new and old political systems, identifying the concept of mutual dependence between people, and introducing them to international organizations such as the UNESCO, and others. …

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