Thesis for a Master's Degree
Developing an Instruction Model for the Integrated Social Studies Based on Analyses of the Writing Exams for University Entrance Exams
An, Tae Jun
Majoring in Social Studies
Education Graduate School of the Yeungnam Univ...
Thesis for a Master's Degree
Developing an Instruction Model for the Integrated Social Studies Based on Analyses of the Writing Exams for University Entrance Exams
An, Tae Jun
Majoring in Social Studies
Education Graduate School of the Yeungnam University
Kyungbuk Province, Korea
Supervisor Prof. Chung, Yong-Kyo
Abstract
The purpose of the study is to develop an instruction model for the integrated social studies. The development is important since an integrated education is necessary to cultivate 'democratic citizens,' the fundamental goal of social studies, and to match the current social trend that emphasizes educational integration in every social fields.
For the purpose of the study, first, I classified the integration types of the writing exams, analyzed the exams based on the different types, and developed a model for integrated social studies. The details are as follows:
First, there are three criteria for classifying integration types: content integration, content organization, and Fogarty's models. I found three types(i.e., multi-academic, inter-academic, and de-academic integration) according to the content integration; concept and theme-centered, issue and problem-centered, and strand-centered integration based on the content organization criterion; and fragmented, shared, integrated types by the Fogarty's theory.
Second, I analyzed the university entrance writing exams based on three types of integration. Portions of content integration type constituted 75% for the Seoul National University(SNU), 100% for the Yonsei University(YU), 54% for the Korea University(KU), 94% for the Seonggyungwan University(SU), and 75% for the Chungang University(CU), with an overall average of 80%.
The portions based on the content organization are as follows: 1) questions according to the concept and theme-centered integration constituted 75% for the SNU, 100% for YU, 38% for KU, 68% for SU, and 58 % for CU, with an overall average of 64%; 2) As for questions colored by issue and problem-centered integration type were 25% for SNU, 0% for YU, 15% for KU, 25% for SU, and 16% for CU with an average of 16%; 3) interestingly enough, there were no strand-centered questions.
In addition, the statistics by Fogarty's classification are as follows: 1) "fragmented questions" were 25% for SNU, 0% for YU, 45% for KU, 6% for SU, and 25% for CU, with an average of 20%; 2) the "shared question"(two studies inter-sectoral integration) constituted 0% for SNU, 36% for YU, 23% for KU, 56% for SU, and 25% for CU, with an average of 34%; 3) "integrated questions"(more than three studies inter-sectoral integration) were 75 % for SNU, 64 % for YU, 30% for KU, 37% for SU, and 50 % for CU, with an average of 46%.
The results show that the writing exams varied in the levels of integration. The exams included 80% of integrated questions by the criterion of content integration, 64% by the concept and theme-centered one, and 46% by the Forgary's integrated style.
Based on the analyses of the writing exam, I developed two instruction models for integrated social studies, "pro-and-con" discussion model(basic course) and "integrated" discussion model(intensive course). The difference is text used: texts are extracted from two different course of study in case of "pro-and-con" model, whereas more than three for the "integrated" model. Moreover, those models go beyond the conventional discussion classes. Their characteristics (and thereby contributions) are as follows: 1) strengthened level of the text integration; 2) improved class concentration by using group and general discussions; 3) efficient education preparing for university entrance writing exams especially in public schools; and 4) immediate applicability to the education field.
Thesis for a Master's Degree
Developing an Instruction Model for the Integrated Social Studies Based on Analyses of the Writing Exams for University Entrance Exams
An, Tae Jun
Majoring in Social Studies
Education Graduate School of the Yeungnam University
Kyungbuk Province, Korea
Supervisor Prof. Chung, Yong-Kyo
Abstract
The purpose of the study is to develop an instruction model for the integrated social studies. The development is important since an integrated education is necessary to cultivate 'democratic citizens,' the fundamental goal of social studies, and to match the current social trend that emphasizes educational integration in every social fields.
For the purpose of the study, first, I classified the integration types of the writing exams, analyzed the exams based on the different types, and developed a model for integrated social studies. The details are as follows:
First, there are three criteria for classifying integration types: content integration, content organization, and Fogarty's models. I found three types(i.e., multi-academic, inter-academic, and de-academic integration) according to the content integration; concept and theme-centered, issue and problem-centered, and strand-centered integration based on the content organization criterion; and fragmented, shared, integrated types by the Fogarty's theory.
Second, I analyzed the university entrance writing exams based on three types of integration. Portions of content integration type constituted 75% for the Seoul National University(SNU), 100% for the Yonsei University(YU), 54% for the Korea University(KU), 94% for the Seonggyungwan University(SU), and 75% for the Chungang University(CU), with an overall average of 80%.
The portions based on the content organization are as follows: 1) questions according to the concept and theme-centered integration constituted 75% for the SNU, 100% for YU, 38% for KU, 68% for SU, and 58 % for CU, with an overall average of 64%; 2) As for questions colored by issue and problem-centered integration type were 25% for SNU, 0% for YU, 15% for KU, 25% for SU, and 16% for CU with an average of 16%; 3) interestingly enough, there were no strand-centered questions.
In addition, the statistics by Fogarty's classification are as follows: 1) "fragmented questions" were 25% for SNU, 0% for YU, 45% for KU, 6% for SU, and 25% for CU, with an average of 20%; 2) the "shared question"(two studies inter-sectoral integration) constituted 0% for SNU, 36% for YU, 23% for KU, 56% for SU, and 25% for CU, with an average of 34%; 3) "integrated questions"(more than three studies inter-sectoral integration) were 75 % for SNU, 64 % for YU, 30% for KU, 37% for SU, and 50 % for CU, with an average of 46%.
The results show that the writing exams varied in the levels of integration. The exams included 80% of integrated questions by the criterion of content integration, 64% by the concept and theme-centered one, and 46% by the Forgary's integrated style.
Based on the analyses of the writing exam, I developed two instruction models for integrated social studies, "pro-and-con" discussion model(basic course) and "integrated" discussion model(intensive course). The difference is text used: texts are extracted from two different course of study in case of "pro-and-con" model, whereas more than three for the "integrated" model. Moreover, those models go beyond the conventional discussion classes. Their characteristics (and thereby contributions) are as follows: 1) strengthened level of the text integration; 2) improved class concentration by using group and general discussions; 3) efficient education preparing for university entrance writing exams especially in public schools; and 4) immediate applicability to the education field.
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