Social studies pedagogy in Ghana
| dc.authorid | 0000-0002-3425-1997 | |
| dc.contributor.author | Pufaa, Felicia Esinam | |
| dc.contributor.author | Abdul Rahman, Mohammed Muntaka | |
| dc.contributor.author | Saayir, Paul Tongkomah | |
| dc.date.accessioned | 2025-01-30T07:31:51Z | |
| dc.date.available | 2025-01-30T07:31:51Z | |
| dc.date.issued | 2023 | |
| dc.department | İHÜ, Lisansüstü Eğitim Enstitüsü, İktisat Ana Bilim Dalı | |
| dc.description.abstract | The purpose of Social Studies Education is to help the youth develop ability to make informed and reasoned decisions; facilitate their personal growth and development of their respective communities. Key features that distinguish Social Studies (SS) as a field of study is its intent to promote values and attitudes for civic competence. Relevant pedagogy is critical to the teaching and learning of the subject. As a result, the main purpose of this study is to examine pedagogy for the teaching and learning of Social Studies in Ghanaian Senior High Schools (GSHSs) using related empirical secondary literature. It was found among others that, the inquiry method, discussion method, project method, field trip, lecture method, problem-based approach, role play, simulations, resource persons and team-teaching approaches are pedagogical approaches considered more responsive to the teaching and learning of SS. Conclusions also pointed to the fact that pedagogy plays a significant role in teaching and learning and the successful achievement of the objectives of Social Studies lessons and requires that teachers employ and combine variety of pedagogical methods and strategies in lesson delivery. It was recommended that teachers of Social Studies should employ different methodologies to motivate and arouse learners' interest in the subject because students become more interested in a topic when a variety of teaching methods are used to achieve varied lesson objectives. It is also recommended among others that the Ministry of Education, the Curriculum Research Development Division (CRDD), Social Studies curriculum specialists, regional, district as well as heads of various second cycle institutions should organize workshops for teachers to update their knowledge in varied pedagogies to improve the teaching and learning of the subject. | |
| dc.identifier.citation | Pufaa, F. E., Abdul Rahman, M. M. & Saayir, P. T. (2023). Social studies pedagogy in Ghana. Nkechi and Azunwanne. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12154/3188 | |
| dc.institutionauthor | Abdul Rahman, Mohammed Muntaka | |
| dc.institutionauthorid | 0000-0002-3425-1997 | |
| dc.language.iso | en | |
| dc.publisher | UEW Journals | |
| dc.relation.ispartof | Nkechi and Azunwanne | |
| dc.relation.publicationcategory | Makale - Ulusal Hakemli Dergi - Öğrenci | |
| dc.relation.publicationcategory | Öğrenci | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.subject | Social Studies | |
| dc.subject | Pedagogy | |
| dc.subject | Teaching | |
| dc.subject | Curriculum | |
| dc.title | Social studies pedagogy in Ghana | |
| dc.type | Article | |
| dspace.entity.type | Publication |
