1 / 8

Rona Bušljeta, Centre for Croatian Studies, University of Zagreb (CROATIA), rbusljeta@ hrstud.hr

A COMPARISON OF THE SOCIAL STUDIES LEARNING EXPECTATIONS FOR HIGH SCHOOLS: AN ANALYSIS OF TWO CURRICULA. Rona Bušljeta, Centre for Croatian Studies, University of Zagreb (CROATIA), rbusljeta@ hrstud.hr

brosh
Download Presentation

Rona Bušljeta, Centre for Croatian Studies, University of Zagreb (CROATIA), rbusljeta@ hrstud.hr

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A COMPARISON OF THE SOCIAL STUDIES LEARNING EXPECTATIONS FOR HIGH SCHOOLS: AN ANALYSIS OF TWO CURRICULA Rona Bušljeta, Centre for Croatian Studies, University of Zagreb (CROATIA), rbusljeta@hrstud.hr Lovorka Mađarević, Centre for Croatian Studies, University of Zagreb (CROATIA), lmadjarevic@hrstud.hr

  2. CONTENT • INTRODUCTION • THE AIMS AND OBJECTIVES OF SOCIAL STUDIES • TOPICS AND LEARNING OUTCOMES IN SOCIAL STUDIES • THE ANALYSIS OF LEARNING OUTCOMES IN TWO CURRICULA • PROPOSALS OF THE WAYS OF ACHIEVING THE CROATIAN CURRICULUM´S LEARNING OUTCOMES • CONCLUSION • REFERENCES

  3. THE AIMS AND OBJECTIVES OF SOCIAL STUDIES • A more detailed analysis of the purpose and goals of social studies in both curricula leads to the conclusion that both the U.S. and Croatian educational system strive to educate young people while taking into account the common, universally accepted values ​​of modern society.

  4. TOPICS AND LEARNING OUTCOMES IN SOCIAL STUDIES • Bothcurricula provide certain topics that clearly delineate the issues of different disciplines includedunder the term of social studies. LEARNING OUTCOMES

  5. THE ANALYSIS OF LEARNING OUTCOMES IN TWO CURRICULA • Despite the fact that the American and Croatian education systems certainly differ in terms of the historical development of education, school management as well as the organisation and structure of schools, it is interesting to see what both curriculum frameworks propose within the domainof learning outcomes. Table1: Comparison of the prescribed competences in the Croatian National Curriculum Framework referring to the Social Sciences and Humanities Area to the U.S. National Curriculum Standards for Social Studies

  6. PROPOSALS OF THE WAYS OF ACHIEVING THE CROATIAN CURRICULUM’S LEARNING OUTCOMES • Choosing a teaching method depends on several factors such as the objective, outcomes, prescribed curricula, legislation, as well as the competence of teachers in the use of certain methods and the diversity of students in social and developmental terms. Taking all these factors into account, it is clear that there exists the question about which ways of achieving learning outcomes would be the most effective. Table 2: Proposals for the achievement of the selected learning outcomes prescribed by the Croatian National Curriculum Framework

  7. CONCLUSION The both Curricula / educational systems:

  8. REFERENCES [1] Adler, S. A., Altoff, P., McGrew, C., Tyson, C. A. et al. (2012). National Curriculum Standards for Social Studies. A Framework for Teaching, Learning, and Assessment. Silver Spring: National Council for the Social Studies, p. 9. [2] Ministry of Science, Education and Sports (2010). National Curriculum Framework for Pre-school, Education and General Compulsory and Secondary Education. Zagreb: Ministry of Science, Education and Sports, p. 180. [3] Adler, S. A., Altoff, P., McGrew, C., Tyson, C. A. et al. (2012). National Curriculum Standards for Social Studies. A Framework for Teaching, Learning, and Assessment. Silver Spring: National Council for the Social Studies, p. 10. [4] Ministry of Science, Education and Sports (2010). National Curriculum Framework for Pre-school, Education and General Compulsory and Secondary Education. Zagreb: Ministry of Science, Education and Sports, pp. 201–206. [5] Anderson, L. W., Krathwohl, R. D. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. [6] Adler, S. A., Altoff, P., McGrew, C., Tyson, C. A. et al. (2012). National Curriculum Standards for Social Studies. A Framework for Teaching, Learning, and Assessment. Silver Spring: National Council for the Social Studies, pp. 126–160. [7] Ministry of Science, Education and Sports (2010). National Curriculum Framework for Pre-school, Education and General Compulsory and Secondary Education. Zagreb: Ministry of Science, Education and Sports, pp. 201–207. [8] Meyer, H. (1988). Unterrichts-Methoden I. Theorieband. Berlin: Cornelson, p. 45. [9] Terhart, E. (2001). Metode poučavanja i učenja. Zagreb: Educa, p. 29.

More Related