Each discipline has an inimitable nature at their core. History assists with a contextual understanding of culture. It allows for student investigation into personal, family, national, communal and global history. The process of inquiry and analysis of the bias of history (Board of Studies NSW, 2012) helps develop understanding of the world, and when linked with incumbent themes, civics and citizenship it fosters understanding of diversity and cultural difference (Board of Studies NSW, 2012) . On the other hand, Geography involves inquiry-based learning, often using active learning to achieve a sense of place and belonging, a value for environment, and the various interconnections and interdependencies in environments (McInerney, Berg, Hutchinson, Sorensen, & Maude, 2009).
History views the transformation and growth of society over the years and how this influences or impacts the present. History is taught so that students can develop their own perceptions, views, feelings and begin to think critically and analytically of the stories that have been told of the past. Social science curriculum also looks at Geography where students are exposed to ‘the outside world’ one that exists beyond their own realities. Geography looks at physical and human process over space and time which assists in the understanding of the world around us. Students gain an understanding of spatial relations and patterns which is important for a student’s development.
It is to do with making a link between the student’s everyday lives to their learning in school. A student will be more engaged with the learning content when they can understand the relevant connections between theoretical material and the present local and global issues surrounding them (Tilbury, 1995). The relevance component directly links to the NZC’s principle of community engagement as it incorporates the learners wider lives by bringing positive attitudes towards improving societies environmental issues which they can pass on to their family and community (Ministry of Education, 2007). There is an important place in the curriculum for EfS because many citizens such as students feel a concern about environmental issues and through community engagement they can be exposed to a variety of these issues in their local area (Tilbury, 1995). Including local and global contemporary issues in teaching can intrinsically motivate and develop student knowledge and custom towards sustainability (Nolet, 2009).
The Royal Geographical Society (2014) suggests through the use of enquiry-based fieldwork, children can gain first hand experiences of physical processes. Having planned this activity I now realise that the use of first hand experiences will support children to develop attitudes and opinions. This is important because in my future geography teaching I can challenge children by using t... ... middle of paper ... ...g Matters. Kerry, T. (2011) Cross Curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons. London: Routledge.
As an educator, I am anxious to guide the pursuit of one’s goals and acquisition of knowledge. I believe in emphasizing the importance and value of an education that should carry beyond their high school years. I not only plan to teach the basic skills, but also provide students with knowledge of the world they will face outside the classroom. I lean towards the philosophy of progressivism. It enables students to relate decision making, creative thinking, and projects to their studies.
Goals of a Future Teacher In today's constantly changing world, our children and youth need to learn inquiry-based, problem solving skills to that they may become successful members of society and live productive lives. I think all students yearn to learn. We as future teachers need to motivate students with learning, exploring, investigating, discovering and inquiring. Together you will be learning and teaching. As teachers, you need to be very organized and creative.
The former considers environmental sustainability and the impact human interactions have on the future whilst developing a sense of place (Cooper et al, 2006). The latter concerns the study of the earth’s surface (ibid). Despite consisting of two ‘branches’ both contribute towards raising “children’s awareness of the geographical dimensions of our everyday experiences” (Martin 2006:3). Additionally, Hoodless et al, (2006) exemplify the skills developed in geography, suggesting that the focus of geography incorporates the enhancement of; special awareness, scale, sustainability and opinions and viewpoints. The breadth of study in the National Curriculum (1999) identifies the significance of the use of localities when teaching geography.
Marsh& Hart (2011) discussed that ICT General Capability aims to enable the students to access, create, and communicate information and ideas. In this kit, technology has been used to emphasise the humanities and social sciences learning. From the geographical perspective, ICT enables students to see the world and our space through photos, satellite maps and surface data. It also includes the students with the historical imagery so we can go back in time. In relation to civics and citizenship, ICT develops and facilitates the socially responsible relationship among citizens through social
It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed. It is also significant for students to be taught that knowledge is greatly important to the human race. Lecturing is crucial when teaching, students not only need to be thinkers but objective thinkers. In order for students to be objective thinkers they must be given instruction to obtain the knowledge needed.
It has been found that the internalization and automatic use of these skills would greatly increase student opportunity as future learners provide insight of understanding of concepts and provide an alternative way of thinking to a demanding world of self-monitoring, reflecting, and knowing. If these skills are necessary, we ask, why is it that all students don’t have them? In my paper, I will define critical thinking and problem solving. Then I will elaborate on the necessity of teachers teaching students critical thinking and problem solving. I will conclude with the importance of these skills as it pertains to the development of student learning and effectiveness of student performance.