509 (Block 1) NIOS D.El.Ed- Most Important Question Answer for 4th Semester Examination, 2019
NIOS D.El.Ed Question Answer 508 & 509- Hello D.El.Ed friends, We have prepared important long questions from course 508 and 509 in PDF format with free of cost. All Important long questions from Course 509 Block 1 is given in this PDF file. NIOS D.El.Ed Question Answer 508 & 509. Most Important Question Answer for 4th Semester Examination, 2019
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Q1. Describe the relationship
between the concept of Social Studies and Social Sciences.
between the concept of Social Studies and Social Sciences.
Answer:
Social Science and social studies are generally the words which
are used as a replacement of each other many a times. Though the difference
between them is slight but then it needs to be understood clearly so that the
relation between the two can be formulated. When we talk about social sciences,
then we talk about subjects like history, geography, civics and Polity. On the
other hand social studies takes all these into account along with subjects like
Mathematics and Humanities.
Social Science and social studies are generally the words which
are used as a replacement of each other many a times. Though the difference
between them is slight but then it needs to be understood clearly so that the
relation between the two can be formulated. When we talk about social sciences,
then we talk about subjects like history, geography, civics and Polity. On the
other hand social studies takes all these into account along with subjects like
Mathematics and Humanities.
Concept of Social Sciences
Social
sciences are the body of knowledge which is concerned with human affairs in the
spectrum of broad socio-cultural system. Social sciences constitute an
important component of high school/higher education curriculum..
sciences are the body of knowledge which is concerned with human affairs in the
spectrum of broad socio-cultural system. Social sciences constitute an
important component of high school/higher education curriculum..
The
following points may characterize the nature of social sciences:
following points may characterize the nature of social sciences:
1)
Direct bearing on human activity is: Social sciences are those aspects of
knowledge which have direct bearing on man’s activities in different
sociocultural fields.
Direct bearing on human activity is: Social sciences are those aspects of
knowledge which have direct bearing on man’s activities in different
sociocultural fields.
2) Advance
studies of human society: Social sciences are advance level studies of human
society; and they are generally taught at higher education level.
studies of human society: Social sciences are advance level studies of human
society; and they are generally taught at higher education level.
3)
Find out truths about human relationships: Social sciences seek to find out
truths about human relationships which ultimately contribute to the social
utility and advancement of knowledge.
Find out truths about human relationships: Social sciences seek to find out
truths about human relationships which ultimately contribute to the social
utility and advancement of knowledge.
Concept
of Social Studies
of Social Studies
Social
studies is a single and composite instructional area which draws its contents
from many social sciences like history, geography, political science,
economics, etc. Social studies doesn’t combine social science subjects in
unrelated way rather it meaningfully integrates them for the purpose of helping
the learners understand woman’s/man’s relationship with the society/
environment in which she/he lives. Developing the competencies relating to
healthy social living is the main aim of social studies learning.
studies is a single and composite instructional area which draws its contents
from many social sciences like history, geography, political science,
economics, etc. Social studies doesn’t combine social science subjects in
unrelated way rather it meaningfully integrates them for the purpose of helping
the learners understand woman’s/man’s relationship with the society/
environment in which she/he lives. Developing the competencies relating to
healthy social living is the main aim of social studies learning.
Social
Sciences and social studies are two sides of the same coin. Let find out some
similarities:
Sciences and social studies are two sides of the same coin. Let find out some
similarities:
1)
Both social sciences and social studies are the outcomes of same genus /
parenthesis.
Both social sciences and social studies are the outcomes of same genus /
parenthesis.
2)
Both of them share a common body of course contents.
Both of them share a common body of course contents.
3)
In case of both, the central focus is woman’s/man’s relationship with woman/
man and her/his environment.
In case of both, the central focus is woman’s/man’s relationship with woman/
man and her/his environment.
4)
Human relationship is the common denominator in case of both social sciences
and social studies.
Human relationship is the common denominator in case of both social sciences
and social studies.
5)
Both focus on woman/man engaging in variety of activities for the purpose of
meeting her/his basic needs, communicating her/his ideas and feeling, producing
and consuming the necessities of life and saving human and natural resources.
Both focus on woman/man engaging in variety of activities for the purpose of
meeting her/his basic needs, communicating her/his ideas and feeling, producing
and consuming the necessities of life and saving human and natural resources.
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Q2. Discuss the Indian perspective of Social Science in the context of
changing social scenario.
changing social scenario.
Answer:
Social sciences have become the part of Indian education system
down the ages. Morality, spirituality, social values and inclinations etc. are
the guiding Indian philosophy of lives and livings since long past. Vedas,
Upanishads, Smritis, Puranas, Ramayana, Mahabharata etc. are some of the
pre-historic/early-historic Indian scriptures which bear social values and
healthy living principles. The ‘Arthashastra’ of Kautilya, Panchatantra
of Vishnu Sharma etc. are some of the ancient Indian compositions or texts
which deal with social science tenets and principles. The early medieval and
medieval literary traditions like Buddhist texts, Jain texts, Islamic
texts, Bhakti texts, etc. are one way or other considered as texts
of social and cultural values and heritage. Referring to all these contexts, we
can say social sciences had become the part of Indian education and culture
system both in the ancient and the medieval time. But social sciences have
become the formal part of Indian higher/university education system since the
eighteenth/nineteenth century and have become formal part of Indian school
education system since the formulation of Gandhiji’s Basic education.
Let discuss how school level social sciences are treated by plans and policies
of education from time to time.
Social sciences have become the part of Indian education system
down the ages. Morality, spirituality, social values and inclinations etc. are
the guiding Indian philosophy of lives and livings since long past. Vedas,
Upanishads, Smritis, Puranas, Ramayana, Mahabharata etc. are some of the
pre-historic/early-historic Indian scriptures which bear social values and
healthy living principles. The ‘Arthashastra’ of Kautilya, Panchatantra
of Vishnu Sharma etc. are some of the ancient Indian compositions or texts
which deal with social science tenets and principles. The early medieval and
medieval literary traditions like Buddhist texts, Jain texts, Islamic
texts, Bhakti texts, etc. are one way or other considered as texts
of social and cultural values and heritage. Referring to all these contexts, we
can say social sciences had become the part of Indian education and culture
system both in the ancient and the medieval time. But social sciences have
become the formal part of Indian higher/university education system since the
eighteenth/nineteenth century and have become formal part of Indian school
education system since the formulation of Gandhiji’s Basic education.
Let discuss how school level social sciences are treated by plans and policies
of education from time to time.
The
Secondary Education Commission (1952-53) remarks: It
object is to adjust the students to their social environment- which includes
the family, community, state and nation – so that they may be able to
understand how society has come to its present form and interpret intelligently
the matrix of social forces and movement in the midst of which they are living.
Secondary Education Commission (1952-53) remarks: It
object is to adjust the students to their social environment- which includes
the family, community, state and nation – so that they may be able to
understand how society has come to its present form and interpret intelligently
the matrix of social forces and movement in the midst of which they are living.
The
Education Commission (1964-66) remarks: It helped the students acquire
knowledge of their environment, an understanding of human relationship, and
attitude
Education Commission (1964-66) remarks: It helped the students acquire
knowledge of their environment, an understanding of human relationship, and
attitude
National
Curriculum Frameworks (2005, P-50) remarks: Social science perspectives and
knowledge are indispensable to building the knowledge base for a just and
peaceful society. The content should aim at raising students’ awareness through
critically exploring and questioning of familiar social reality.
Curriculum Frameworks (2005, P-50) remarks: Social science perspectives and
knowledge are indispensable to building the knowledge base for a just and
peaceful society. The content should aim at raising students’ awareness through
critically exploring and questioning of familiar social reality.
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Q3. Describe the
position of Social Sciences curriculum in upper primary school curriculum.
position of Social Sciences curriculum in upper primary school curriculum.
Answer:
The position of social sciences in present school curriculum in
India, at the lower primary school level (class I-V) social sciences are taught
to the learners as the part of environmental studies or environmental sciences
curriculum. At the upper primary school level (class VI-VIII) and secondary
school level (Class IX and X), social sciences are taught to the learners as a
core composite instructional area of curriculum, and this area of curriculum is
called as ‘social studies’ or ‘social sciences’.
The position of social sciences in present school curriculum in
India, at the lower primary school level (class I-V) social sciences are taught
to the learners as the part of environmental studies or environmental sciences
curriculum. At the upper primary school level (class VI-VIII) and secondary
school level (Class IX and X), social sciences are taught to the learners as a
core composite instructional area of curriculum, and this area of curriculum is
called as ‘social studies’ or ‘social sciences’.
At
the upper primary and the secondary school levels mainly three to four
instructional subjects/components (for example, history, geography etc.)
comprise the social sciences/ social studies curriculum. The details regarding
the instructional subjects/components of school level social sciences you will
find in later part of this unit (i.e. section 1.5.2). At the upper primary
and/or the secondary levels, the term ‘social sciences’ and ‘social
studies’, to a great extent are interchangeably used.
the upper primary and the secondary school levels mainly three to four
instructional subjects/components (for example, history, geography etc.)
comprise the social sciences/ social studies curriculum. The details regarding
the instructional subjects/components of school level social sciences you will
find in later part of this unit (i.e. section 1.5.2). At the upper primary
and/or the secondary levels, the term ‘social sciences’ and ‘social
studies’, to a great extent are interchangeably used.
The
general aims of learning social sciences at upper primary/ elementary school
level are as follows:
general aims of learning social sciences at upper primary/ elementary school
level are as follows:
1)
To acquaint students with their geographical, social and cultural environments.
To acquaint students with their geographical, social and cultural environments.
2)
To develop in students the sense of social competence and social commitment.
To develop in students the sense of social competence and social commitment.
3)
To develop the democratic citizenship qualities among students.
To develop the democratic citizenship qualities among students.
4)
To develop the spirit of patriotism, national feeling and international
understanding among students.
To develop the spirit of patriotism, national feeling and international
understanding among students.
5)
To help students to participate in socio – economic institutions.
To help students to participate in socio – economic institutions.
6)
To train students to solve the present and forthcoming social issues and
challenges.
To train students to solve the present and forthcoming social issues and
challenges.
7)
To develop moral values, emotional qualities and sense of belongingness among
students.
To develop moral values, emotional qualities and sense of belongingness among
students.
The
objectives of teaching the social sciences at the upper primary stage are-
objectives of teaching the social sciences at the upper primary stage are-
• To develop
an understanding about the earth as the habitat of humankind and other forms of
life.
an understanding about the earth as the habitat of humankind and other forms of
life.
•
To initiate the learner into a study of her/ his own region, state, and country
in the global context.
To initiate the learner into a study of her/ his own region, state, and country
in the global context.
•
To initiate the learner into a study of India’s past, with references to
contemporary development in other parts of the world.
To initiate the learner into a study of India’s past, with references to
contemporary development in other parts of the world.
• To
introduce the learner to the functioning and dynamics of social and political
institution and processes of the country.
introduce the learner to the functioning and dynamics of social and political
institution and processes of the country.
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