University of Nigeria Virtual Library

Serial No ISSN: 11184892

Author 1 NWAUBANI, Okechukwu O.

Author 2 Author 3

Title

Evolving Effective Integrated Instructional Approach to Teaching of

Social Studies Concepts in Nigerian Schools

Keywords

Description

Evolving Effective Integrated Instructional Approach to Teaching of

Social Studies Concepts in Nigerian Schools

Category Social Science Education

Publisher EP & Co Associates Calaber-Nigeria

Publication Date

September, 1998

Signature

1 Lagos Jouriial of Furhe; Educs:ion i I i LAJOFE . .

' EDITGRiAL BOARD

Editor-in-Chief

come highiy irnpzrative, sspeciajly as v:e rriatch inlo the 213 Century. I t i s on the bssis of this apparent vsciiilm in cur educ:tic;;al in- s!i!~itix+ that the three vclurnes of !his y e - cial 2diticn of L4JC)FE focgs nairily cn ! ~ a c h - ing effectiveness.

I:cgiir~rlq 7i.nclic:s' Pcrccpfiorr of ~f :c Er- C c c f i \ c ! l c s s of t h c i r 7cnc!lcr E(l;ic;!;c!i I ' I ( I ~ I J ~ ~ I I ~ : C S : A Cnsc St!!c!>, o f h c f c ~ i i r n , ~ ~ ! ~ I I I I C X I ! . ~ Collr;?c o f Eth!cntii?rt Gr,-,:!:rn::s. Ohc, C-(!:/J c 1 . i : ~ e O.;w;it'i e,

! 2

y E ~ , : ~ l v l i l g EVc.c!ive J n i c p r ~ t i d in r l r~~ct io ; la l ,fi~f:i3:~,:li [Q 7'cncIiirlg Socini Sli!~!ics Coriccl%ts i ~ t i4ii;c;inrl Scl~rxds. , .

OI(CCA l ! ~ l l , t t 0. pm) q 17 I I

. . ' C o i l ; ~ : ? r ~ , i i c . ~ ! ~ ~ : ~ Srr:~!cgics for E ~ h : ? c i t ! g Tcacll-

big EFir!i!cr~css in \ta~imslTcc)~ndcgy Echrcn~ioi: N, 0. , 4 , ~ ~ ! ) 0 1 ! Y l ~ ~ (ch;cf}

,:11;;/. m1d A, 0. A d*,5. 4 5

J(3t.JCLUSiON .* . L

It seems clear :ht! !s:cher eff?ctiv;n~ss IS

never zn easy encjez.vxr to. ac5!sve. lI involves !ifz-icng c,-rrmi:zent - a d e d i c a : d teacher; 11 invoivzs acquate knoviledge o i sc5jtct mat:er and uss of ~ ~ S ~ T L I C ' ! I O ~ J . !

ma:eria!s The e'lec',ive ut~l izat io,~ ot iris:r~:ct!0~.~31 ~ z ! E ~ ; E ' s demands that !he tescher should ;:eijsre hirnsdf. :he

- envi:.onmer?t sr ,d !be s:snda;ds. I hell, :he c.-.5ce ci 2 p x l t u l t r nxc iun t !a be use. deptnds, to a !arse exlent, on :he ccnten:. ';Z1e r u s t c'~;des,:zcr :a US2 !kr? I e S C d ; i E '

t f i ~ ! 2-2 a;,.:.!zh!s in c;r. er,.;lrcr,n;cn:. !?,'&

irn~rc-/is? if :?I? teaching l e j v i r s in!erpris;. nxs; n;z::~ 2 st:cczsaful m?:k il; Nigcria.

I

. EVOL'JI:;G EFFECTiVE INTEG-RATED i i . 1 ~ . ,,, . . , , .. ., APPROACH TO TEACHiNG OF SOCIAL STUDIEf

CONCEPTS IN NIGE3IAN SCi-IOOLS .. BY.

7 1 ;;3 fC'-:;s cn !za;;l;qg oc:.::::rc in, ;e:zr:t I ; is gr,=d,ja1ijr i f f:cm 1b-1

. . ~ J J I ~ ~ :c.cilr>i:;. asprcs:tl :o tF f infe~izr ic~ cf c .. .3,:52c2s ,.- ; , ~ ; F L ; Z ,. . , 1CT4' .,. , ,. T+e. r.s.?j fc: ; ! - I S ~ ~ ~ 2 ~ i c ~ , , q - + r i ! f t r : ; . ? ~ ; !::rn !i:s r;z;.s;r.l j

, . - - :1;!:::e a*:-' c?n?plexi::/ ci !i;e FrC?.:?;S ~ : ; d , c s : . t 3 - . .,,:.-h :cn;;p:i ;:$;#;;.i?z!s i f ) ;?s:r c!r~ilrcr::q~.n[. T k ~ r z is n:,':/ ha:?!;/ fa), <Icr.-:-. -..-.- ,:? :t-.a: c3uld be :a!:+r, cn : v es,?ci: cf t:::!:;~.? c;sc;em znd'eflc;avccr kz52d r n

In:agr&ion is central to the Nigerian S x a l S!udics (E\S?ysni, 1556; Makinde, 1979). The ir;tsgra!ed m p h t s i s of the Social S!~idies currlcrrhm is geared tcwards enat;i;ns teaineis !o have zn iniegrz!ed and coherer:t vjew of !fei: mvirci~ment and its prab!ems in crc!sr t3 grcpp!e v:l!h then ad?y ;~a :e ;y .

1. TIE !ogk cf inkgst ion as a c d ~ i c ~ p t in the organir3-thn crf conten! and instnrc!icn in S m S S!urjips; and

-, L. The f~:::lT-!? 0: [r.!eg:a!:,d Ssccl Stcd:?; r,=v,r i t c.:::;j 1 ; ~ m;-:e i

e!ler.:i2e in crcsr to e-il+ % at' the N'5;irisn ~ h i ! 3 a3equzl?l}-.

THE C Z N C t ? : , THE NATURE OF SOCIAL S T ' U L J I ~ ~ . .: .I *. . . . lntegia>on, according to Eklogun 11966), is-.

3:

pari of !he gei,f;21 crganizztionaf approachc .in curr;cl;l~m t is ign, development and - i ip?cl&mmlz:isil. He aigueg that !he Drcad - '

1 1 fie!& approach to curriculum organiza!ion, ,; more than m y cthe: zyxcach, ernphasiz?s:i

I integration :hrcu;h !hi: fusion and synthesis ;,

cf kficwledge, ccncepts an3 geceraliza:ions.;' duri~!ed from diverse sut,je:t areas.:: fntecrs:ic.n, with rekrence la Sccial Stuc'ies;;. i s !he blending of ccn!ent, cor;ce;ts,'; oer;e;alizz:icn i~.,th teaching rnetuds drz:.m. i from ir,:cr-retsts$ scbjecls mainly fro.7 vjitP,in the brcad k ! d s cf thz S c c k l : S c k n c ~ s 2nd Humznities. Sirrilzrl./, Ucch :,; (1282) psce i vzs in:$zra!:on as the process -: by v;tlich vzricus ccr,ce;;ts and me!no3r 'i relallng to ail )tines of kncvilecige z r ~ j - Lrccrght toge!hrr tc enah!? m e eff?fsctive!y-, stu~!y, enz!yze a n d unders!trib hurne;~:;

- I ~ r c b i m s . c .,

TFle knov&Qe, c::?!s, atlitudas ar;d v a 1 . i ~ ~ : *;:: E:r~z:: PL.;~!z :o zr:;/;~: j:l Sci iaJ E!u~;es : '

r zn only be z:!:i.?;fd tt .rcii~h contzct via;? -'

Sock1 Stludics ccr,te.?t. Social Shtdiss : ccfirznt, here, IE!G--:S .!o the body c!..: %nc.%: [~ l~? ( f ; , : ; , infcymz!ion, ccncepls an?;, gen~re'ira!;cnl, ski;!^, vaiues zr,d d~sirz5!e :,

I - a::l!udcs, z.!?sc?,er is E i ; ; ~ ~ t c d teach 2nd fccle- in ~3~;:s ;:::.cL;[:'-, SC;j~!cl,.+ L L.l-,?L. . " I hi5 ,. c%i:::ir of is "+.!;_.j f ic~: tjrcz3 fit12 (if . . .

diszip?;~cs - E~2;rar;hy, P;i;:icji Sc ie -~e , :; Ecommic.-, Szcicky, Histay, EL. The -I essen:ial ei~nents 25:ived frzm the Sccial :, Scienccs Eie f:1553 thrz,:gh !he p;ocess of,;, init~r2::zn :o f~rv za net;rel~jr new ccn!e~t :

< - :. - - - - LAJOFE, Specis! Edifian, Se;::~mber, 1513 Page 41 I

1

. cg;;zd I~:egrz!eci Sccial Skidies. In [fie : $ err:~.~;i::g ~0nt f f i : !:m this process cf fus;on ,; ~r :ztegraiion, the identities of the fcrn;e:

s?r.k;ec!s are cm-c~lefely b!urrcd.

Tire uKhzie p s i of Sccisl Skudies I3 io hdp i yni,rg ~ e c p k thrcur$ its integrated content 1 a d me:hot?s to acquire knc:vkdce, :. ,i;f=r!iiaticn, compe:er:ces, skills, vslvss ar.d

nl!;l:idcs llxl v:cdd enabie tlifrn dez! t i l l 1 and rr:aila?e physical and sccial forces in

, ! I , ? : ; environment.

Page ?I

[be , , ,;., zr,,-f:7-t.7 6bal~~n c! :he concept of in!egra!ion in the classroom has remained the problenl of lnteg;a!ed Sockl Studies. Akinlaye ( I C E S , 1&8).iden:i~e3 two major areas in ~ i i . c h integralion can be zchieved. They are:

' 1. Ir,!csra:iz~ cf tde!hodologies (Al~ihods); an3

2. I~:e>rbt~on cf Content.

Social Studies. ' Sociz! ~ , G L ~ , . , ~

in!egi~!ed 'subixt. Thus, tt.eie ark mazy . concfp!s in Sccial Stcdks which are derived from o!her subjects especially thcse of Sccial Sciences and tiurnar,iries. Cor,ce$s iefer to a class of objecis or abstr ic t i5czs v;hich s e , m as fscus arsund Which integrsted meanicgful lesrnir,g is orgznizzd.

Thz next i s scs v.'hich is e~tiai ly crucial to the efkctiva texhing of Sccial S:c.?ies i hinges on hcv; l e~ rne rs can b? helps:! by { t cxhers to a:fsiie, und~:s:snd and srp i f czncepts fieznin$k!!y and e%ctive!y. One : bl:ic s!ep ic,.-:a,-<s lf,is is [s: !he te;ji:le: - identifjf and uze ap;rrcprkte instnrct ls~al : n:eii;@ds, c k ! ~ ~ i e s 2n.d r esx rc~sha te ; i z ; s : thst ;re capable cf ilkirnirz:;;:~. the v z r 5 z s : co!!cepls hat are inheier,! in lessan topic:, Here, wha! readi !~ comes to mind are t h c ~ 3 rn?!hods [hat prorncts cognitive, afiectiiie .

ar,d psychomo!or le-.rr.lng c~!tcornes in If2rrirrs. . In .??<ition, such ins!ruc:isn~i ' m ~ i t : ~ c i s shouid efisure 2nd F:@T.sis - pz:Licpe!;on, activiij, co-o~cration, te:r,q- - ~ o i k , int:%:i;%:ioii and rc<ez:lve th inki r :~ in , FUPIIS, Es5k;!!y, I!;-=. teach?; ~*c:i!lJ ?in: E! '

ix;p'i::g variaus s k ' l i ~ d~:i'.1id f!2r:l .: d iR~r~: , : ins::uciiorz! r;-:o1hcds and -,

:echn;qccs in croEr to e p b t ~ i - ~ ~ ~ '

ccn:r8r=!xnsive r - unds:stzr:d;r;g cf issues by ‘ !ee:r8ers. In:.:;ucticnal .m~:hxis vhich sr; ci:a:xk:;:lic,zi!y jnncvativc, ' p r c i : ~ p , - . ZL:.;:;~ 276 ;;;p:.irj-c:iSr,:.?3 g + s d l d be ~ ? c i !O C!;F:?>. ST,: e;,;Iz;> f:.::~, i r , ~ ~ i i y , ~ ~ ! ; ~ ~ ~ ~ ~ t j .-

va'ucs in a 1e5xn topic. Fci inst~i ice: in a !qk: n ~ ~ 4 p ~ r a l i ~ n w , a teachrr can use : inslruc:;cnai skiils derivt'd frcm discus;ii.n, :

role-pk;l, questk:lir.g, il!vs!ra!i\:e pic!ir:es, ..

- -- A -- LAJOFE, Specisi Edilisn, S?pi=mber, 1538 Page 42

4.

charts, values clzrifkaiion, i nqL " r~~p ro tkc i - sclving methods and stra:egi?s 13 i!l;rr;;;la!e aiid dsnonstrsle t h s rneani~s cf co- operation and hoiv it works in the family, coiiimcrnity arid soc.e!y a l farce.

The next issue is h z v ins : rx ! iz~a l skiils derived from mafiy t s a c h g rr.e:-iods are la be i ~ t ~ z ~ r ~ t e d and used filnziicr,a?y. First, it must be stressed that no ii?ad:ir:g n e : h c d is the best or utter!y urekss in &ss!ute terms. T h e a;propria!eness cr ~ L h s w i s e of a me!hod depends on vk,at is k i n g ta~_cht, who is b ~ i n ' ~ !aqht . why and \ck~:e hdshe is bekg t a u ~ h t .

( 1 ) P!an hisiher lessc. is e!abora?i)r: (2) Identiff the pariic;~l&r coi iknt

zpprcpriate !o the lesson; (3) C r e a k appropriate ocl;o;!ilni!ies for

inculc-;:i3g re!e:'ar;t knowledge, skills, values asd a!!itudes.;

(I) Efisui: thst +-,c.:ledse, sk~l!s end vabes a c q ~ i r e d aye adequatciy practised by [hi! lezrner; a~xl

(5) E v a b l ? the pe:ic;ir.ance of the 1eai;:er to det~rmine what has been ack.i&ed.

-. I ne focus of in tegi~kf teaching, there!c,re.

i n nc! rnere acquisition of hforrna!ion but t c w ths acqwed facts are used in respect cf ski;ls, c ~ i : - : p ~ ! ~ r , c i ? ' ~ , desirz5:e val i~cs ;:rC z!l;!t~-lec. I t aiso rc-13t~s cu"r.tc-ni lo r ~ a l Lie situs!ion.

... . . . ...-:::-,t-, x w : d zc: 2s a %cili:?:cir, a

ressurce person and not nec?st,~n!y an auVc:;:arian figure in the classrcorn.

5 . T e x F : a s shculd upda!e their irs:ruc:ional skills and knc:vlec!oe of ln!zgra!t3 Social Studies in o r d a to deve!cp and sustain the 1@3 orien:a!ir;n znd siritude.

CONCLUSION

Eruner, J. S. (1.263) The P;\:cess oi Educa!.;~.?, New York: Randcrfi Hcuse Inc.

Makinice, M. A. (1 979) Inlegraled Soc.+l Stud:es, Iti?dan: University Press.

Mkpa, A. M. (1997) 'Evolving the Come?! of Social Studies" in Ikzicti K. A. and PhiIips 0. M. (eds.) Raac.?!gs in ;

Socizl S!trd:Bs E$licat:ori, Gwerri, Cannon Pc;hlishe;s Ltd.. 1 - 11.

@gunsany& M. C. (1984) In t rch idkn to Me!hodds$es of S ~ c j a ! Studes, 10~3an : Evans Books (Nis.) Ltd.

GkcSis, 0. S. (lP'31) 'The Nigerisn Univwsities Sxizl Science Ec'cca;icn C'l;!riculurn in the 6-3-24 S j ' s : zn cf E&lca!ion" in Ghuche R. 0. ( 3 . ) A,?3vi~3 Ed!:c:t.cn, in N p z a For-,vs.rci in ti je Year 2C00 Proc%22::.gs ' of the Is:, 2r,d and 3rd C~ngresses cf the N is~ i ian P.eademy of E d i ~ ~ k n , 1 EOIJSLI: O;:;n-zI Ltd., 179 - 163.

I

I