دورية أكاديمية
Past and Present of Social Science Education in Hungary
| العنوان: | Past and Present of Social Science Education in Hungary |
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| اللغة: | English |
| المؤلفون: | Dancs, Katinka, Fülöp, Márta |
| المصدر: | Journal of Social Science Education. 2020 19(1):47-71. |
| الإتاحة: | Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Social Studies, Educational History, Educational Change, Foreign Countries, History Instruction, Interdisciplinary Approach, National Curriculum, Textbooks, Nationalism, Multiple Literacies, Citizenship Education, Core Curriculum, Elementary Secondary Education, Service Learning, Exit Examinations, Nonformal Education, Teacher Education |
| مصطلحات جغرافية: | Hungary |
| تدمد: | 1618-5293 |
| مستخلص: | Purpose: We intent to provide a comprehensive picture of Hungarian social science education, to review the constituents of social science literacy, a systematic analysis of the curriculum and its changes since 1989 and of the available research in this field. Design/methodology/approach: The findings are based on the analysis of educational documents (e. g. curricula) and the review of the research publications in the field. Findings: Social science education is cross-curricular in Hungary. Among the different knowledge fields history has a decisive and dominant role. Other social science topics are mostly abandoned in everyday teaching practice. There is a growing centralization of the educational arena (e.g. government approved limited number of textbooks) and a growing emphasis on national identity and patriotism and a decreasing emphasis on Europe. The cross-curricular nature of social science education would require well trained teachers who are able to think critically and in a complex way themselves, however teacher training and classroom practice also support the hegemony of history teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1251863 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1618-5293 |
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