The teaching of social studies in Maltese primary state schools (Junior years)

Abstract

This research attempted to describe what is presently happening with regards the teaching of Social Studies in Years 4, 5 and 6 classes in Maltese primary State schools. This was done by means of a questionnaire distributed to all primary school teachers who taught these junior years in Maltese State schools. This questionnaire analysed the methodology of primary Social Studies in terms of assessment, time allocation, classroom set~up, resources and children's attitude to the subject It analysed also the teaching of concepts and skills, and the aims of the three sections incorporating primary Social Studies, being History, Geography and Civics. All questions tackled were focused on the new Social Studies syllabus for Years 4, 5 and 6, which crune in effect in September 1997. Responses were then collected and analysed. An analysis of the Maltese and foreign literature about the teaching of Social Studies in primary education was also carried out. The conclusions retrieved from the data suggest that teachers have started to adopt better methodologies in the teaching of primary Social Studies, by utilising discussion, research skills and group work in their methodologies. Yet, there is still plenty of work to be done, and this change should start with a more holistic presentation of the syllabus. More active children participation in lessons should be encouraged through the use of various resources, which can help to reduce the textbook dependence that was evident through teachers' responses. Teachers' principal aim of Social Studies teaching at the primary level was that of increasing children's social awareness. Knowledge about skills and concepts incorporated in Social Studies, was weak. Teachers should target all four specifications, being knowledge, skills, attitudes and understanding, rather than aim at mere coverage of the syllabus. Teachers' opinions were rather mixed up as regards the changes implemented in the new Social Studies syllabus, the time allocated to this subject, assessment and the Junior Lyceum examination. Children's attitude towards Social Studies was described as being positive, especially in the case of slow learners, who preferred it to other subjects.