The Teaching of new social studies in the public and private secondary schools of Baguio City

Abstract

This study aims at finding out the trends and practices in the teaching of new social studies. Specifically, this study seeks answers to the following questions: 1. How competent are the social studies teachers of public and private secondary schools of Baguio 2. How are the objectives of the lessons formulated? 3. What are the prevailing methods in teaching the new social studies in both public and private schools of Baguio? 4. What techniques are used in teaching the new social studies. 5. What activities are undertaken in the social studies lessons. The rapid changes and unprecedented advances in knowledge and technology have created the problem of curricular reforms in social studies. The “traditional” social studies concentrated on the acquisition of unrelated facts and information. Its main focus especially in the secondary level was history per se, the presentation of chronologically arranged past events. Since it dealt with endless specific facts, it called for the expository method of teaching which resulted in memorization on the part of the students. The teacher poured as many facts and information as he could into the minds of the students which were liked to receptables. There was no challenge for the students to think, discover, reason out and make decision. The present needs a curriculum content that includes ideas which, when developed would give fundamental learning necessary to adapt to change, thus enabling the students to understand the society they live in. This was the reason for the shift from the “traditional” to the “new” social studies. To make social studies effective and functional, a continuing assessment of its objectives, methods of instruction or strategies, techniques and activities should be made. The teachers should be assessed too, for they are the very agents of change as far as the welfare of the students is concerned. (Refer to appendix g.) This study may contribute to the improvement of the secondary social studies teachers’ competence. Findings of this study may provide informative materials for an effective social studies teaching program that will be responsive to the needs of the students. College and universities may also be guided in the revision of their teacher-education programs to conform with the “new” social studies trends so as to graduate fully prepared new social studies teachers.