نشریه پژوهش در آموزش مطالعات اجتماعی
سال دوم شماره 2 (پیاپی 4، تابستان 1399)

The teacher's teaching method plays a pivotal role in students' learning. In the course of understanding the lesson, the ideas and genius of the teacher in using the minimum available facilities in order to improve the quality of education is important. The present study was conducted to investigate the effect of using images and challenging students' visual memory in teaching geography. The research method is based on describing the result of experimental performance. The statistical population was among the tenth grade experimental students of Salehin Talent High School and Shahed Khatam Al-Anbia in Abadan city, out of 200 people, 128 of them were randomly selected using Morgan method and were studied as a statistical sample. In the desired classes and the implementation of the Visual Memory Challenge method, the increase in students' interest in the geography course was assessed, which is centered on expressing their interest in this course in comparison with the selected courses in this study. The results showed that the use of this method in teaching geography increases the interest and attraction of students to this course.

One of the main roles of the education is to socialize students and the most relevant books on socialization is the book Social Studies and the concept of civil society institutions as a way to strengthen the process of socialization is most relevant to the books of social studies. Civil society is a public sphere between the state and the private sphere and it forms three types of voluntary institutions, namely parties, unions, and N.G.Os. This study seeks to demonstrate the conceptual place of civil society in textbooks of social studies over the past two decades. our main problem is how civil society and its examples are narrated in social studies textbooks. This research has been done in terms of the nature in the form of qualitative research with an analytical descriptive approach. Because on the one hand, it seeks to describe and recognize the existing conditions, and on the other hand, it seeks to analyze the concepts and discover the elements of civil society in the books of social studies. The statistical population of the study is 13 book of social studies of primary and secondary from the 1376 to 1398. According to The research findings, in the content of the reviewed books, a small amount of attention has been paid to civil society and etc,and the most attention (4books) is to introduce voluntary activities related to the "R.C.S". But the most prominent aspect of civil society in social studies of the eighth grade is the introduction of NGOs

Historical geography is an interdisciplinary study of history and geography. The study of the effects of geographical environment on historical events, the evolution of governments and border developments is the main subject of this science. Historical geography, which emphasizes place as one of the pillars of history, has many applications in teaching history. Geographical and historical maps and books, local histories, antiquities, monuments and historical photographs are used as historical geographical materials. Reconstructing past landscapes, which is one of the important goals of historical geography, is very important and practical in learning history. One of the research methods in historical geography is to focus the subject of study on the small geographical area and deepen it in the time span. With this approach on historical evidence as a discussion to objectify the application of historical geography in history education, Kurdistan is considered as a geographical and historical category and its historical geographical developments during the Mongol period (7th century AH) are studied. The questions that arise in this research are: What is the use of historical geography in teaching history? What changes did the historical geography of the Kurds change during the Mongol period? To answer these questions, with the method of historical research and descriptive-analytical, it was that historical geography in history education has caused the objectification of history lessons and expanded students' understanding of historical topics and historical geography of Kurdistan as a research example of this article in The Mongol period experienced important social and political changes.

Biosocial has its own requirements and needs special skills and abilities. Teaching these skills in educational system of the country, is mainly in the field of social studies.  Ninth grade social studies textbook, introduces social studies as an important area of ​​learning that discuses about man and his interaction with different environments in different aspects and times of this interaction (Political, economic, social, cultural, environmental and ...) . This article is going to examine the position of peaceful coexistence of the followers of the divine religions as one of the important topics of teaching social studies using Islamic thought. This kind of coexistence means that despite the dominance of a religion, followers of other religions within a certain framework enjoy the right to live and   other human-social rights. The present study, which is organized in a descriptive-analytical manner, emphasizes the necessity and recognition of this type of coexistence. The role of coexistence is undeniable in social bonding and the increasing development of societies with an emphasis on common points. The question that is mentioned is tha : how is the peaceful coexistence of the followers of the divine religions in Islamic thought? Has this important matter been recognized in Islamic thought? If yes, what are the examples? Based on the transcendent principle of human dignity; it is prominently emphasized the peaceful coexistence of the followers of the divine religions in a single society. The followers of the divine religions have the rights such as performing religious rites, worships, holding religious gatherings and exercising civil rights especially in personal circumstances (Marriage, will, inheritance and ...) based on the two axes of monotheism and the negation of polytheism for the followers of the divine religions who have accepted the conditions related to living under the banner of the Islamic government (the conditions of Dhimma)   and it is one of the examples of this  social coexistence.

The purpose of this study is discussing the effect of information technology and communication on instruction of social studies lesson. A semi experiment study approach was utilized by using pre-test post-test. The Target community was male elementary students of fourth grade in Hashtgard city in the academic year of 98_99 (solar calendar). Among the schools equipped with information technology and communication system one school and two fourth grades were chosen randomly as control and experiment groups. After the initial test (pre-test) the contents were taught to both groups in4 sections which took2 weeks to be accomplished. One group known as the experiment group was taught by the help of information technology and communication system and the other group known as the control group was taught by the traditional approaches of teaching. After the teaching course was finished a final exam (post-test which was confirmed by the school departments) was executed. Statistics generated by these tests were evaluated by analysis of covariance examination. Results show that using IT AND COMMUNICATION systems in teaching social studies lesson was positively effective.

In a world where irrational human activities have caused irreparable damage to the environment, it is naturally necessary and inevitable to design a procedure for achieving sustainable development within which limited and irreplaceable resources can be managed. Protecting the environment, and in particular water resources, has become crucial in the current climate change. This is doubly important in Iran due to limited water resources, while in Iran water conservation programs and research are generally focused on technological innovations rather than behavioral issues. This article examines the status of behaviors related to the protection of environmental resources, especially water resources and its education in Iran to examine the impact of formal education on environmental behaviors. The present study was conducted in District One of Tehran with the target community of students in all educational levels. In addition to library reviews, this research has analyzed the content of textbooks in different educational levels and has analyzed textbooks in terms of text, images, maps and diagrams. The findings show that although 95% of the participants were aware of the protection of water resources, only 42% of them paid serious attention to the need to protect water resources, and increasing the level of education and training led to improved behaviors Water retention has been. In addition, water conservation education in the formal education program has a low level, so it can be said that education in the field of environment and in particular water and the protection of related resources have been neglected in formal education. This can be seen in the lack of place for this issue, especially in textbooks.