1. This document discusses 8 research papers on latest findings in social science pedagogy. 2. The papers cover topics like developing effective social science curriculum, best practices for teaching social studies, using both traditional and innovative methods to engage students, and incorporating student feedback to enhance learning and teaching in social sciences. 3. The document provides brief summaries of each research paper's findings and contributions to social science pedagogy.

1. ONLINE ASSIGNMENT
TOPIC: LATEST RESEARCH FINDINGS IN
PEDAGOGICAL ANALYSIS
SUBMITTED TO, SUBMITTED
BY,
SURESH KUMAR ANJU.S.S
ASSISTANT PROFESSOR ROLL NO: 02
DEPT OF SOCIAL SCIENCE B. Ed SOCIAL SCIENCE

2. INTRODUCTION
Social Science is an academic discipline concerned with society and the relationships among
individuals within the society. It is developed out of the Age of Enlightenment as individuals
began to take a more disciplined approach to quantifying their observations of society. Over
time, similar aspects of a society, such as communication, were separated into unique fields of
study. Statistical surveys and research methodologies helped prove or disprove theories. It is a
group of academic disciplines that examine society and how people interact and develop as a
culture. Social science as a field of study is separate from the physical sciences, which cover
topics such as physics and chemistry. Economics, political science, history, law and geography
can be considered social sciences. Education in the social sciences place an important role in
developing students’ sense of identity and influencing the ways in which they understand,
participating and contribute to local, national and global communities. Pedagogy means
teaching: specifically, teacher actions that promote student learning. Effective social science
teachers use a variety of approaches to support student learning.
There are numerous contributions by researchers on social science pedagogy helping the
teachers to find the best method of teaching the subjects. Some of such research papers are
listed below:-
1. Social Science Learning in Schools- Perspective and Challenges- by Poonam Batra,
Central Institute of Education, University of Delhi, India 1 Aug, 2008
The essays in this book bring to us in brief the experiences of the Eklavya team in
developing a curriculum and the reception of the resulting texts by students and teachers. This is
accompanied by an evaluation of the textbooks- chapter- wise- by experts in political science,
geography, and history. The books on the whole sensitize children to the diversity of life,
conflicts and contradictions therein. The exhaustive processes that went into the making of
textbooks in social sciences for Classes 6,7 and 8 is documented minutely in this book-
meticulously and thread bar. The unique contribution of this documentation is that it provides a
guide and a perspective to those who are interested in what is transacted in the schools. The
perspectives and insights that the book offers will definitely help the analyst or the students
interested in examining curriculum and textbooks.

3. 2. Teaching Social Science in Schools- by Alex M George, Independent Researcher and
Amman Madan Azim Premji University, Bangalore, India 4 Feb, 2009
The work is likely to be a useful resource for those who wish to engage teachers with
issues and concerns of social science teaching and learning. It fills a major gap in the provision
of simply written subject- specific reading materials for school teachers. Organizations such as
the State Council of Educational Research and Training [SCERT] and Nongovernment
Organizations [NGOs] that provide in- service and onsite support to teachers as well as schools
which look for meaningful engagement for the professional development of teachers will find
this book of values. This work clarifies questions raised by teachers, parents, students and
educationist about NCERT’s new textbooks. In a simple, friendly manner, the book puts to rest
fears and worries.
3. Best Practices for Teaching Social Studies- What Award- Winning Classroom Teachers
Do- by Randi Stone, Educational Consultant, Keene, NH 5 June, 2008
Randi Stone has assembled an exciting collection of teaching methods to benefit
all learners. The book brings together an esteemed group of teachers who are to be congratulated
for sparking interest in a subject that is too often taught slowly from a textbook. Randi Stone
transports readers into the lively classroom of award- winning teachers in this collection of
outstanding methods for teaching social studies to diverse elementary, middle and high school
learners. Like its companion volumes for teaching writing, mathematics and science, Best
Practices for Teaching Social Studies presents firsthand accounts from educators offering fresh
ideas and inquiry- based techniques to build students confidence, increase academic
achievement, and develop critical thinking skills. Highlights includes master teachers’ tips on
how to Organize and produce oral history projects, Use technology to explore diversity, Teach
the art of geography and geography of art, Put the “social” back into social studies, and more.
Beginning and experienced teachers alike will discover an abundance of creative teaching
practices to strengthen the social studies curriculum.
4. The SAGE Handbook of Social Science Methodology- by William Outhwaite, University
of Newcastle, UK & Stephen Turner, University of South Florida, USA 8 Nov, 2007

4. This timely collection maps development and explores new territories to meet the
challenges and bring about possibilities for social science inquiries. This a jewel among methods
handbook, bringing together a formidable collection of international contributors to comment on
every aspects of the various central issues, complications and controversies in the core
methodological traditions. These designed to meet the needs of those disciplinary and non-
disciplinary problem- oriented social inquirers for a comprehensive overview of the
methodological literature. This work overviews methodological approaches, cases, comparisons
and theory, Quantifications and experiment in the social sciences.
5. Effective Pedagogy in Social Sciences: Tikanga a Iwi: BES 20 May, 2014
This report is one of a series of best evidence synthesis interactions [BESs]
commissioned by the Ministry of Education. The Iterative Best Evidence Synthesis Programmers
seeks to support collaborative knowledge building and use across policy, research and practice in
education.
6. Making Social Study Meaningful for ELL Students: Content and Pedagogy in
Mainstream Secondary School Classrooms- by Michelle Yvonne Szpara &Iftiakhar Ahammed,
Long Island University, C.W. Post campus
Content- area instruction for English Language Learners [ELL] represents a
growing area of instructional need in high schools across the United States. This article focuses
on the challenges and the success in developing and effective instructional environment for
teaching secondary- level social studies curriculum to a sheltered population of ELLs. In the
present study, grant funding was provided for a school- university partnership to support content-
area teachers’ efforts to increase ELL students’ comprehension skills. The authors of this paper
propose a multi- tiered approach to meeting the needs of English language learners in the
mainstream social studies classroom- providing social and cultural supports during the process of
acculturations, providing explicit instruction in academic strategies necessary for successful
comprehension in – depth content, and making social studies curriculum more accessible through
a range of strategies for reducing cognitive load without reducing content.
7. The SAGE Handbook of Quantitative Methodology for the Social Sciences- by David
Kaplan, University of Wisconsin – Madison, Chile 21 June, 2004

5. The 24 chapters in this Handbook span a wide range of topics, presenting the latest
quantitative developments in scaling theory, measurement, categorical data analysis, multi-level
models latent variable models, and foundational issues. Each chapter reviews the historical
context for the topic and then describes current work, including illustrative examples where
appropriate. The level of presentation throughout the book is detailed enough to convey the
genuine understanding without overwhelming the reader with technical material. Ample
references are given for readers who wish to pursue topics in more detail. The book will appeal
to both researchers who wish to update their knowledge of specific quantitative methods, and
students who wish to have an integrated survey of state- of – the- art quantitative methods. This
Handbook discuss important methodological tools and topics in quantitative methodology in
easy to understand language. It is an exhaustive review of past and recent advances in each topic
combined with a detailed discussion of examples and graphical illustrations. It will be an
essential reference for social science researchers as an introduction to methods and quantitative
concepts of great use. This methodological journey allow the reader to experience scaling, tests
and measurement, and statistical methodologies applied to categorical, multilevel, and latent
variables. The journey concludes with a number of philosophical issues of interest to researchers
in the social sciences. It provides an excellent introduction to broad range of state- of-the-art
quantitative methods applicable to the social sciences. It shows the breadth and depth of
advanced quantitative methods used by social scientists from numerous interrelated disciplines, it
is rich with examples of real- world applications of these methods, and it provides suggestions
for further readings and study in these areas. It is well worth reading cover-to-cover, and it is a
very useful addition to the reference libraries of all quantitative social scientists, applied
statisticians, and graduate students.
8. Enhancing Learning and Teaching Through Student Feedback in Social Science – by
Chenicheri Sid Nair & Patricie Mertova Feb, 2013
This title is the second Candos Learning and Teaching Series book that explores
themes surrounding enhancing learning and teaching through student feedback. It expands on
topics covered in the previous publication, and focuses on social science disciplines. The editors
previously addressed this gaps in their first book students feedback: The cornerstone to an
effective quality assurance system in higher education. In recent years, student feedback has

6. appeared in forefront of higher education quality, in particular the issues of effectiveness and the
use of student feedback to affect improvement in higher education teaching and learning, and
also other areas of student tertiary experience. This is an edited book with contributions by
experts in higher education quality and particularly student feedback in social science discipline
from a range of countries, such as Australia, Europe, Canada, the UK, the USA and India. This
book is concerned with the practices of evaluation and higher education quality in social science
disciplines, with particular focus on student feedback.
9. Assessment of factors influencing trainee teachers’ attitudes towards teaching profession
in secondary schools: An evidence of education training institutions in Mbeya,Tanzania- by
Mwenda Charles, Mwidege Asheri M ., Sanga Abbas Aug, 2014
Attitude of trainee teachers towards teaching profession in Tanzania secondary
schools is a challenge to the education system development at large. However, little information
on factors that influence attitude of trainee teachers is available. Therefore, the present study
examine the factors that influence trainee teachers’ attitude towards teaching profession in
secondary schools. Quasi- experimental design and purpose sampling plan were used to select
trainee teachers from Tukuyu teachers’ college, Tumaini University, and Teofilo Kisanji
University in Mbeya region. The study used semi structured questionnaires, in which a sample
size of 183 trainee teachers was collected. Descriptive statistics was used to analyze data using
SPSS. Results showed that trainee teachers disliked teaching profession because of low salaries
and poor perception of the society towards the professional. Therefore, it is concluded that low
salary and bad perception towards teaching profession are factors that influenced negatively the
attitude of trainee teachers towards teaching professional.it is therefore, recommended that the
government should improve salaries for teachers in secondary schools and the society should
regard teaching profession like other professions.
10. Indigeneity and Universality in Social Science by Partha Nath Mukherji & Chandan
Sengupta 7 Jan, 2004
Emerging out of the renaissance and the industrial revolution, the set of
disciplines that got institutionalized as the social sciences were fashioned in Europe. However,
what were areas of scholarly inquiry responding to specifically Western problems and concerns,
laid claim to universality in course of time and were uncritically accepted as being so until they

7. began to be challenged by non- Western thinkers in the second half of the twentieth century.
Bringing together 18 essays by distinguished social scientists, this volume is a major contribution
to the debate on the indigenization of the social sciences.
CONCLUSION
These some of the recent aspects found in research papers, journals and books related to
teaching social science. With an analysis of these writings we can come to a conclusion that the
traditional system of teaching social science has been replaced with new innovative and
interesting techniques.