(A) What is Teaching Methodology in Social Studies

Social studies has been defined as an interdisciplinary

approach to the study of human beings. In group inter-

relationship aimed at producing good citizens with the

needed skills. There is a wide spectrum of methods

available for use in social studies education in order

to achieve optimum results. Joyce and Allem Brooks

(1979) note that there is no correct method to teach

social studies. According to them, a method which fails

with one group of students may be very helpful to

another. Within a particular lesson, the teacher may

need to employ several methods. Thus they include that

the criteria considered in the choice of any social

studies method include the child’s physiological,

psychological background and the nature of the concepts

under study. For example in order to cope with the

current fast turning over of knowledge, learners are to

learn best by doing, analyzing, thinking and reflecting

on what happens instead of memorizing and repeating

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facts. Social studies objectives require teaching

methods that are activity-based and encourage curiosity

and active participation in teaching/learning process

as well as consider the learners perception of the

universe and problem-solving approach of the

discipline.

However, Barr. Barth and Shemis (1977) stated that

social studies teaching methodologies should be based

on the three traditions namely social studies taught as

citizenship transmission; social studies taught as

social sciences and social studies taught reflective

inquiry. Having noted this, we can itemize some social

studies methods to include expository lecture,

discussion, inquiry models; dramatization, values

clarification, field trip, debate, stimulation, role

playing and questioning.

Expository Lecture Method and their Advantage and

Disadvantage

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Expository Lecture Method

The traditional method of teaching in our schools is

the lecture method. The expository lecture method is

one in which transmission of knowledge is one sided;

that is from the teacher to the student in what looks

like a one – way traffic. It can be described as chalk

and talk method. The lecture method is a type of oral

presentation technique. Other types of oral

presentation include briefing and speech making.

Advantages of Expository Lecture Method

1. The lecture method is one of the most efficient

teaching methods for presenting several factors or

ideas in a relatively short time and material have

been logically arranged and be presented concisely

in a rapid sequence.

2. The lecture is particularly suitable for presenting

a concept. To ensure student have the necessary

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background to learn a concept, basic information in

a lecture if presented.

3. The lecture is a convenient method for instructing

large group. If necessary, a public address system

is used to ensure that all student hear.

4. The lecture method is often useful to supplement

material from other source or for information

difficult to obtain in other ways. If students do

not have time for research or if they do not have

access to reference materials, the lecture fills

the gap.

5. The lecture allows a large group of student to

receive information from real experts in a subject

areas.

Disadvantages of Lecture Method

1. The lecture methods may not be effectively used in

teaching certain types of learning. For example

speech skills, cooperative group thinking, motor

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skills etc. The lecture method may not be used to

present material above the understanding level of

cognitive domain. This is because it allows little

verbal participation of students.

2. It is usually very difficult for teachers to

estimate what the student have leant during a

single lecture period because of the volume of

information presented which student cannot absorb.

3. The lecture method willingly allow the teacher to

do all the work while the student remain passive,

notable learning is an active process, but the

lecture method encourage passiveness and dependence

on the teacher.

4. Teacher may have spent much time preparing for the

lesson because the greater burden of providing

information rest on him.

5. During lecture section may be noising if the

teacher is unable to hold the attention of the

student.

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Tips for an effective use of lecture method

1. Analyze the needs and characteristics of the

students in term of experiences.

2. Determine their level provide answers to the

following questions.

What the student already know about the topic?

What do they need to know?

3. Need for an appropriate time management.

4. Objective should be student centered.

5. Lesson plan with appropriate choice of organization

pattern, effective use of support materials, a

clear introduction, and a complete conclusion

should be written.

Modes of Lecture Presentation

1. Speaking from memory

2. Reading from manuscript

3. Speaking impromptu with no specific presentation.

B) Discussion Method

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A discussion method is defined as a system of arranging

and involving class members in a participating or

contributive handling of any topic.

I also identify discussion method as engages the

students in sharing ideas, knowledge and information

under the guidance of the teacher. Like philosophy that

said that two or more good heads are better than one.

For example they fine solution to problems.

The Large Group Discussion Method

The role they play are as follows

1.Large Group Discussion: It involves the entire class

as a unit. This is used to discuss ideas following a

talk, film show and a field trip. This means each

student is allowed to air his/her view while the

teacher as a guide.

2.Debate Method: Debate focus on several important

issues in community such as the effect of

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deregulating the downstream sector on economic

development in the country

3.Panel Discussion: This is whereby a large group of

students are divided into small group to allow for

more student participation in a common assignment.

Also a leader is appointed as a secretary. A class

formation includes sitting in a circle with the

presenting panel facing the class which means a

problem. These sub-topics are shared among the

difference groups to discuss and bring out result to

the general class.

4.Brainstorming: It is a technique used to discuss

issues in an information, is the essence to provide

ideas and information to answer certain question it

as used to provides opportunity to obtain a wide

sample of opinion on any issue and afford the shy

student the opportunity to express themselves in a

planned discussion.

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5.Devil Advocate: It means the technique involves one

spokesman or devil who is in direct confrontation

with the majority of students in the class. The role

is usually undertaken by a person who is both a

powerful speaker and has the strong will to ignore

what other may feel.

Advantages of the Discussion Method

1.It provides the students the opportunity to share

ideas.

2.It enables the students to develop confidence in

themselves and to work independently and

cooperatively with a team.

3.It promotes critical thinking and self-fulfillment.

4.It develops leadership skills as members learn to

control their discussion and follow a leader in the

absence of the teacher.

5.It promotes the spirit of tolerance, social

interaction and gross fertilization of ideas.

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6.It helps the teacher re-define her role as a guide

moderator, facilitator and not as a leader in the

teaching/learning process.

7.Children learn to focus attention on common problems

or issues and appreciate the process involved in

finding solution to societal problems.

8.It enables the teacher to discover the potentials in

each participant and whereby provide for adequate and

effective guidance for instance the teacher is able

to identify the shy student and help him to interact

with others.

Disadvantages of the Discussion Method

1.Discussion method may degenerate into mere lecture if

adequate preparation is not made.

2.It may lead to noise making and digression of facts

if not properly managed.

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3.Lack of adequate preparation may lead to a low level

of discussion.

4.It is time consuming especially to the non-

experienced teacher.

5.There is the tendency for some students to be passive

and other may monopolize the conversation.

Students must be made to listen carefully when others

are speaking.

C) Inquiry Method

What is Inquiry Method

Inquiry method is a process by which pupils are made to

identify a problem in a society, examine and analyze it

by collecting data and interpreting the data.

Mode of Approach

An inquiry approach is a teaching strategy that engages

the students in a process of rational investigation and

conceptualization.

The mode of approach are as follows

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1.Formulating hypothesis

2.Experience

3.Formulating a problem

4.Exploration and evidencing

1.Formulating hypothesis is a tentative guess to a

problem, we also described it as a conjectural

statement of the relationship between two or more

variables

2.Experience: A person may experience environment like

a child change environment with this change of

environment the child will experience be conflicted

of what she or him know and what one has experienced.

3.Formulating a problem: It is a statement of problem

prompts insightful thinking into solution towards the

problem. It also state that problem identification is

the heart of inquiry and the spirit of inquiry lies

with problem-solving.

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4.Exploration and Evidencing: It is a way be in a

community that one gather and explores sources of

possible information as well evaluates the usefulness

of these sources. The essence is to demonstrate the

validity of a hypothesis.

Types of Inquiry Approach

1.Discovery learning

2.Inductive approach

3.Deductive inquiry

1.Discovery learning in social studies classroom

engages the students in activities designated to help

them explore the environment with the aim of

assimilating new concepts, principles and new

information. Such activities help student to develop

the skills of observation, classification, inference.

2.Inductive Approach: The learner proceeds from known

to unknown things. This method is more suitable for

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children since it allow them to proceed from what

they already know to that which they do not know in

the environment.

3.Deductive Inquiry: In this approach to inquiry, the

teacher presents a generalization principle or

concept and then engages the students to help

understand the concepts. For example, in teaching the

differences between (material and non-material

aspects of culture the lesson begin with an

explanation of material culture.

D) Problem Solving

Problem solving in the context of inquiry engages

student in problems that are real and relevant to them.

The problems are identified and the students, with

minimum help from the teacher, address themselves to a

systematic probe of the problem through the following

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processes of problem identification formulation of

hypothesis gathering data, analyzing data,

generalization and conclusion.

Classroom Application of Problem Solving Inquiry

1. Identify the conceptual models needed to reason in

specific domain.

2. Solve problems about phenomena familiar to

student’s experience.

3. Use props to assist visualization and abstract

reasoning.

4. Ask for oral and written restatements of problems;

emphasizing precise meaning of terms and

relationships in models.

5. Connect abstractions to everyday experience by

analogy.

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Advantages of Problem Solving Inquiry

1. Instruction becomes student centered. One of the

basic psychological principles of learning states

that the greater the student involvement, the

greater the learning. Learning does not only

involve assimilating information but those

processes that enable the individual become a

functional member of society.

2. Inquiry learning builds the student’s self concept.

It has been said that if our self-concept is good

we feel psychologically secure, and open to new

experiences always willingly to take chances and

explore, tolerate minor failure relatively well,

become more creative, generally have good mental

health and eventually become fully functional

individuals.

3. Inquiry encourages critical thinking. Inquiry

method enables students to think critically and

identify social problems with a view to solving

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them. That is to say that inquiry method assists

the learners in making rational decisions, making

use of their initiatives and examining the varied

dimensions of issues and problems before reaching

conclusion.

4. Inquiry supports transfer of learning. Furthermore,

the child is given the opportunity to observe his

physical and social environment which makes

learning self-sustaining and self-validating. While

research supports the inclusion of inquiry models

of teaching in secondary school social studies

classroom, there appears to be a reluctance on the

part of social studies teachers to implement

inquiry in the classroom.

5. Expectancy level increases. Part of a person’s self

concept is his expectancy level. That is, the child

has certain ideas as to how he can accomplish a

task on his own. Many children unfortunately have

learned or accepted low expectancy level.

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Value Clarification

Value can be described as principles, standards,

beliefs or qualities regarded as worthwhile or

desirable. They are those things that people believe in

and attach importance to and are ready to publicly

defend and affirm. Sources of values include the

family, peer-group, religion, community, media, etc.

Action Health incorporated (2002) define value

clarification as an approach used to help individuals

recognize their own values and affirm them publicly. In

other words, it is the ability to take a position on a

value and defend it.

Similarly, values clarification approach is a teaching

strategy in social studies that engages students in a

rational process aimed at taking defensible actions

that would further improve the quality of life of its

citizenry.

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Primarily, the major goal of value clarification

approach is to involve students in practical

experiences that would make them aware f their feelings

and beliefs so as to make conscious choices based on

their value system. Therefore, the main emphasis of

this approach is to help students clarify their values.

Use of Value Clarification Approach in the Classroom

Setting

The classroom application of value clarification

approach is based on structured classroom

activities/strategies that follow four value steps.

These devices and techniques include:

Brainstorming

Open-ended questions

The value sheet

Debates

Thus, in social studies, value clarification approach

can be used to resolve the following conflicts:

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- When to get married

- Who to marry

- Number of children to have

- When to have the first child

Importance of Value Clarification Approach

- Fosters rational thinking

- Emotional awareness

- Acquisition of skills that helps in conflict

resolution

Advantages of Value Clarification Approach

1.Social studies students gain skills in the value

process

2.Value clarification approach is useful in personal

growth and in the development of one’s identity

3.It promotes team-building and conflict resolution in

the classroom

4.It stimulates among students active search for

relevance

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Disadvantages of the Value Clarification Approach

1.First, it will be difficult to identify values that

are common to various individuals and society because

values are personal.

2.Values are dynamic and not static, that means that

individual or group values change over time as a

result of technological, economic and political

changes in a society.

3.The use of the approach would be time consuming.

4.Value clarification approach may generate noise and

confusion if teacher does not manage the lesson well.

E) Field Trip

Field trip can also be called excursion known as school

trip/school tour is a journey by a group of people to a

place away from their normal environment. The purpose

of field trip is for observation for education non-

experimental research or to provide students with

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experiences outside their everyday activities such as

going camping with teachers and their classmates.

The Aim

To observe the subject in its natural state and

possible collect samples.

A trip by a researcher to gather data first hand, as to

a geological, archaeological or other site e.g. museum,

woods, historic place. It can also be described as any

activity that is carried out by a group of learners

under the supervision of the teacher outside the

classroom.

Places of interest to be visited in social studies

Man-made infrastructures e.g. Dam – shiroro, Kainji,

Jebba dam, Airports, Physical features – Olumu rock at

Ogun State, bar beach, economic institution (banks),

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mining sites, political institution (government house,

judiciary), festival – New yam festivals, Nigerian Port

Authority, Zoos, community town hall.

Organizing Field Trip Involves the following

1.Determine the educational goals for the trip

a.How will the trip enhance classroom program

b.What will the student do on the trip

c.What will they learn

2.Select a location and find out when they accept

school groups, admission cost, the availability of

transportation, the cost of chattering buses. Make

sure you have the legal number volunteer adult

supervisors for the number of students going. Don’t

mention the trip to the students until you sort out

these details.

3.Obtain your school board’s standardized letters for

parental permission as well as the standard trip

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planning package fill out the planning package to get

permission from the superintendent.

4.Talk to the principal and get permission to go.

5.Contact the trip site and make or finalize your

reservation for the group. Make sure to confirm your

arrangement shortly before the trip.

6.Integrate the trip into the classroom program, plan

instruction and activities in the class to prepare

for the trip. Discuss what will happen at the trip

site, your expectation of them.

7.Review safety and bus etiquette. Establish a buddy

system and seating plan, and groups with adult

supervisors.

8.Send a letter home listing the following

The educational purpose of the trip

The destination with a physical description of the

site

The planned activities

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Any special preparation the parents and students

need to make for that day, e.g. special clothing.

The cost per child for the trip.

A request for contact information for the parents.

The return and pick up time

9.Keep careful records according to the school’s

requirements

Money brought into the school

Parent/guardian emergency contact information for

that day.

Signed permission form and medical information.

10. Make alternative arrangements for the students, who

do not go on the trip. All children in the class

should attend the trip as it is part of the

instructional day and part of the program.

11. Recruit parent volunteer, family, friends to meet the

pupil teacher requirement of the board of education

for out of class activities.

12. Take careful attendance on the day of the trip

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F) Questioning Method

Question method is also known as Socratic method, it is

an effective method of teaching social studies because

it probes the student learners as well as the teachers

mind to develop powers of understanding, thinking, and

communication.

Characteristics of Good Questions are: Good questions

determine the extent education has taken place during

learning.

To determine a good question the following needs to be

carried out:

a.A good question must be direct to the point

b.Good questions should be thought provoking to

engender critical thinking and power of imagination.

c.It must considers appropriate language level of the

students.

d.A good questions must give the students clues and

answer.

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e.A good question cover the topics under the study

f.A good question must be dear, concise and precise.

Types of Questioning Techniques in Social Studies

In social studies lesson, the forms of questioning

technique include divergent, convergent and probing.

Divergent Questions

Divergent questions imply that students are asked open-

ended questions. These are questions that require

different views of students before solution is reached.

For example, should Nigeria deregulate the downstream

sector of the oil and gas economy.

Convergent Questions

Convergent questions on the other hand, require a right

or wrong answer. Who became the first man to drive a

car? Who is the president of South Africa?

Probing Questions

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Probing questions are used to emphasize salient points

in the lesson and to be sure the students stand by

their views. It can be used to clarify issues. For

example a social studies teacher may used to clarify

issues. For example a social studies teacher may employ

the following probing questions to ascertain correct

opinion of the students in a statement like this:

Nigeria is the giant of Africa.

1.In what ways?

2.Does Nigerian have the fastest growing economy in

Africa?

3.Is there peace and stability in the Nation?

4.What criteria would you use to measure stability –

good leadership, strikes and incessant conflicts,

insecurity of lives and property.

Application of the Questioning Technique in Social

Studies Classroom

1.Introduce a lesson

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2.Prompt discussion on an issue

3.Emphasize an important point in the lesson

4.Summarize the lesson based on the key points raised.

5.Determine if the stated behavioural objectives have

been achieved.

Advantages of Questioning Technique

1.It helps both the teacher and the pupils to work hard

in the preparation for every lesson.

2.It helps in continuous assessment

3.It helps to stimulate the students’ curiosity and

critical reasoning

4.Teachers use questioning technique to emphasize the

salient points of the lesson.

Disadvantages of the Questioning Technique

1.Use of questioning technique may lead to waste of

time if students engage in much arguments and

counter-opinions

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2.Questions that are badly framed or above the ability

of the students fail in their purpose.

3.Questions that are over simplified may lose their

effects on the students.

4.Students may find it too difficult to understand

ambiguous questions.

Project Technique

Dowell (an American educator) asserted that project

method involves two categories of people: the

individual and group of students doing something

concrete that is of interest to them.

Project technique can be carried out with minimum

teacher intervention.

In using a project method – A topic of interest needs

to be identified and discussed by the students under

the director’s known as the teacher’s guidance.

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A whole work is assigned to the group of students to

execute within a time limit and expected to present the

report to the class.

Project can be Executed through the following

- Stories (Dramatized)

- Modeling, drawing, painting

- Making of maps/interpreting

- Planning exhibition (made or collected)

- Interview and reporting

Classification of Project Formats

Project formats can be classified along the following

three dimensions:

1.Academic: Projects can be designed to emphasize

academic skills such as independent library research,

analysis and synthesis of personal views and

recommendations.

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2.Continuous: Project work can be designed to be

continuous throughout the semester. Continuous

project are designed to encourage student start after

the first week of the term. This can be done by

encouraging students to familiarize themslevs with

the course content and forms of analysis. Encourage

students to use other sources of information such as

journals, newspaper and periodicals. Most often,

teachers require a draft followed by a grading and

revision cycle.

3.Individual or Team: Project work can be structured as

either an individual’s effort or a team effort or a

combination of the two. Students work on the project

in teams, but submit individual papers at the end.

Procedure for Effective Use of Projects

Assign a team project and coach the younger student

without work experience how to go about it. The team

structure should be similar to in-class groups. It is

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advisable to use heterogenous grouping which reflect

students’ ability, personality, gender differences,

socio-economic background, ethnic and cultural

diversities.

Assignments should be designed in uh a way to enforce

equal division of work, good time management to reduce

students complaints of others passivity and only them

carrying out the project.

Teachers should ensure that any student’s grade do not

depend on others’ performance or (lack of it). Hence,

it is advisable to emphasize individual report. There

may be need to grade students on the degree of their

contributions to the team result.

Advantages of the Project Method

1.It promotes the spirit of acquiring different social

skills

2.It fosters creativity in the students

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3.It encourages freedom of expression in the pupils to

justify their project.

4.Individual differences of the students are taken care

of because sometimes they are assigned individual

projects.

Disadvantages of the Project Method

1.It is time consuming

2.It is tedious to the class teacher

3.Dull student who could not make progress may be

totally discouraged

4.It could be very expensive if it involves procuring

materials and equipment.

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REFERENCES

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Adeleye, A. (1977): Teaching Social Studies in NigeriaCollege. Ife: University Press.

Akinlaye, F.A. and Mansaray, A. and Ajiboye, J.O.(1996): Fundamentals of Social Studies Teaching.Lagos: Pumark, Nigeria.

Agun, I. (1982): The Place of Instructional Materialsin Curriculum Development, Education andDevelopment, Vol. 2 (2), pp. 503 – 510.

Aigbomain, O.J. (1991): Self Evaluation on Teaching: AStudy of Science Student Teacher during PracticalTeaching. The Nigerian Teacher 1 (1) 104 – 109.

Bajah, S.T. and Bello, O.O. (1986): Assessment ofEducational Achievement in Asia and the Pacific,Published by National Institute for EducationalResearch. Tokyo, Japan.

Barr, R. Barth, J. and Shermmis, S. (1977): DefiningSocial Studies: Inquiry, Valuing and DecisionMaking. Massachusetts: Addison-Westery.

Bazimo, G. and Ikwumelu, S. (2000): Social Studies in aChanging Society. Owerri: Whyte and WhytePublishers.

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Bruner, J.S. (1972): The Relevance of Education.Harmands Worth: Penguin Books.

Capper, J. (1994): Testing to Learning, Learning toTesting… A Policy Maker’s Guide to BetterEducational Testing. Academy of EducationalDevelopment.

Dubey, D.L. and Barth, J.I. (1980): Social Studies inNigeria: The Inquiry Approach. Lagos. Thomas Nelsonand Sons Limited.

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