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Preservice teachers (PSTs) typically have few opportunities to observe social studies instruction in PSTs' elementary field placements. To practice effective integration as a…
Abstract
Purpose
Preservice teachers (PSTs) typically have few opportunities to observe social studies instruction in PSTs' elementary field placements. To practice effective integration as a pathway to include more social studies instruction, PSTs developed a unit plan based on inquiry during an undergraduate methods course. The purpose of this study was to explore what scaffolds were effective in PSTs' development of social studies inquiry projects.
Design/methodology/approach
The author used a multiple case study approach, examining initial submissions, feedback and resubmissions as PSTs developed PSTs' inquiry projects. The data were analyzed with an eye on PSTs' ability to plan a unit according to the four dimensions of the C3 Framework's inquiry arc (National Council for the Social Studies [NCSS], 2013).
Findings
The author analyzed data related to PSTs’ area of highest need from PSTs' initial submissions: staging the task, formative tasks and resources. PSTs were able to develop inquiry projects after being supported in their (1) organization, (2) clarity, (3) alignment and (4) developmental appropriateness.
Originality/value
This study shows that novice teachers can create high-quality social studies learning experiences in elementary school when provided appropriate supports (in this case, feedback about organization, clarity, alignment and developmental appropriateness). With the tools to develop such projects, new teachers may be able to increase the amount of social studies taught in elementary classrooms.
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Geology itself is a descriptive science (i.e., the description of landforms, rocks, etc.). To apply these observations geology depends heavily on the other sciences for data…
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Geology itself is a descriptive science (i.e., the description of landforms, rocks, etc.). To apply these observations geology depends heavily on the other sciences for data, theories, etc. Thus the geologist is very much dependent on works in chemistry, physics and biology (depending on his particular area of interest) in addition to those discussed here, and the reader is referred to the surveys in those fields.
Md Mahdi Hj Abd Latif and Gabriel Y.V. Yong
The coast at Berakas in the Brunei-Muara district of Brunei Darussalam suffers from erosion caused by a combination of fluvial and marine processes. This paper investigates the…
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The coast at Berakas in the Brunei-Muara district of Brunei Darussalam suffers from erosion caused by a combination of fluvial and marine processes. This paper investigates the rate and pattern of erosion along a 1.8-km stretch of coast to compare the difference between the unprotected and protected sections. We used (i) image and spatial analysis and (ii) field geomorphology. The Digital Shoreline Analysis System (DSAS) in ArcGIS was used to compare the study area using two Google Earth images. The study found that the unprotected section had receded by 4.6 m between 2009 and 2019, while the protected section had advanced by 8.0 m over the same period; intense gullying and slumping of cliff continued at both sections. The detached headland breakwaters in the protected section were effective in stabilizing the coast. A concrete drain installed parallel to the cliff edge appears to be capable of intercepting storm runoff, but its effectiveness was undermined by lack of maintenance. We conclude that terrestrial-fluvial processes continue to erode coastal land and cause slumping of the cliff face at Berakas. However, coastal protection structures that curb the marine process could stabilize the coastline, even where sediment transport is active.
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