Educational - Ozean Publications

European Journal of Educational Studies 2(2), 2010placed on implementing formative assessment methods such as class observations, student projects, shortquizzes, self-assessment, and other useful methods (Ministry of Education, 2001, 2006). Despite considerableefforts to improve social studies, there is growing evidence that social studies becomes a marginalized subjectin basic education schools. Unfortunately, social studies is not included in study plans for grades one and two.Its weekly instructional time in grade three through 10 is less than that of mathematics, science, and languagearts. Further evidence comes from a recent survey conducted with a sample of 618 students (318 boys and 300girls) in grades eight, nine, and 10 (Al-Gharibi, 2008). Although students viewed learning social studieslessons as enjoyable, they did not see social studies as useful for a career or helpful to learn about their owncountry or even being related to their own lives. English language followed by mathematics and science wereseen as important subjects for getting career opportunities. Given the declining status of social studies inOman, educators continually need to examine various issues facing teaching and learning social studies.Purpose of the StudyThe primary purpose of this national study was to examine social studies teachers’ perceptions about theimportance and implementation of a wide range of social studies goals and content areas that shouldconstitute the social studies curricula of grades five to 10 in Oman. The second purpose was to identify majorchallenges that may hinder the implementation of social studies goals and content areas in Omani schools.Findings of this study could help social studies teachers and curriculum designers create more effective andmeaningful social studies curricula in Omani schools.Review of Related LiteratureIt is generally agreed that citizenship education is the primary purpose of social studies (Hertzberg, 1981;Martorella, 2001; National Council for the Social Studies [NCSS], 1994). Citizenship education providesstudents with a wide range of knowledge, skills, and dispositions that enable them to participate effectively intheir society (Hill, 1979). Over the years, social studies educators and professional organizations havesuggested several frameworks for the social studies (Barr, Barth, & Shermis, 1977; Brubaker, Simon, &Williams, 1977; Hass, 1979; Janzen, 1995; Martorella, 2001; NCSS, 1994; Newmann, 1977). Theseframeworks are intended to serve as guidelines for social studies goals, methods, and content areas. In theirframework, Barr et al. (1977) identified three traditions or philosophical orientations. The dominant traditionto social studies is citizenship transmission. It involves indoctrination of what is believed to be coreknowledge, values, and beliefs of society. The second tradition called social science focuses on teaching basicknowledge and skills from social science disciplines. The third is reflective inquiry, which emphasizesreflective thinking and inquiry process.Dynneson and Gross (1982) provided insights into major approaches to citizenship education. They identifiedeight approaches, which can be used to guide the selection of social studies goals and content areas. Theseapproaches were citizenship as persuasion and indoctrination, citizenship as contemporary issues and currentevents, citizenship as the study of history and social science disciplines, citizenship as civic participation andcivic action, citizenship as scientific thinking, citizenship as jurisprudence process, citizenship as growth anddevelopment of children, and citizenship as preparation for global interdependence.Over the years, global education has increasingly become an important aspect of social studies curriculum.The purpose of citizenship education is to help students develop knowledge, skills, and dispositions “neededto live effectively in a world possessing limited natural resources and characterized by ethnic diversity,cultural pluralism, and increasing interdependence” (NCSS, 1982, p. 37). Kniep (1986) suggested fouressential content areas for global education. These content areas include: (a) human values around the world;(b) global systems such as economic, political, ecological, and technological systems; (c) global issues andproblems; and (d) global history.A few studies have been conducted on teachers’ perceptions about some aspects of social studies curricula inOman. Using textbook analyses, surveys, and class observations, Al-Riyami (1997) examined the status ofgeographic education in secondary schools (grades 10, 11, and 12). Major findings indicated that scope andsequence patterns were repetitive and static. Geographic education did not emphasize critical thinking skills,176