Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students' Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies

Autor/in	Ige, Olugbenga
Titel	Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students' Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies
Quelle	In: Journal of Social Studies Education Research, 10 (2019) 1, S.301-322 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Experiential Learning; Concept Mapping; Rural Schools; Social Studies; Computer Literacy; Teaching Methods; Gender Differences; Academic Ability; Instructional Effectiveness; Secondary School Students; Foreign Countries; Values Clarification; Nigeria + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Concept Map; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Gemeinschaftskunde; Computerkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Unterrichtserfolg; Sekundarschüler; Ausland; Wertbewusstsein
Abstract	Robust teaching strategies are needed in rural learning ecologies to deepen students' attainment of Information and Communication Technology concepts in social studies due to the demands of the information age. Accordingly, this study utilized a quasi-experimental design to compare the effects of three instructional strategies on conventional lecture method. 170 students participated in the study for ten weeks. Results affirmed that concept-mapping instructional strategy is the most appropriate strategy to teach ICT concepts in social studies rural learning ecologies. It was also observed that the treatment in this study was sensitive to gender and academic abilities. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01