Proposal to the Improvement of 3-4th Grade Supplementary Texts of Social Studies in Elementary School Practical Use Scene Analysis in Elementary School, Hyogo Prefecture

• Published in: THE NEW GEOGRAPHY Vol. 51; no. 3; pp. 28 - 38
• Main Author: FURUOKA, Toshiyuki
• Format: Journal Article
• Language: Japanese
• Published: The Geographic Education Society of Japan 25.12.2003
• Subjects: how to learn; local study; self-study; self-teaching; supplementary text; teaching-materials development
• ISSN: 0559-8362; 1884-7072
• DOI: 10.5996/newgeo.51.3_28

This study aims at clarifying problems inherent in supplementary readers of elementary school social studies textbooks and deals with experimental learning and what those supplementary readers should be in the future. As a result, it was indicated that teachers heavily requested both “materials type” readers full of photos, maps, tables and graphs and “work type” readers in which pupils can do such work as writing into or adding colors on. It was also found that supplementary readers with self-study instructions with which elementary school children can learn alone by themselves were in high demand. In the present study, it was also demonstrated that the above-mentioned supplementary readers which contain work instructions for specific jobs along with problem-solving formats are effective for children to become highly active in the classroom, to have much more fun in the subject of social studies and to understand the content of their learning materials. The auther believes that the findings of this study will provide some suggestions as to how the supplementary readers respond to the voices of children; that is, “We don't know how to learn social studies.”