The nature of the society is very dynamic. The social, physical, history and cultural environment make studying society to be fascinating. HSIE (Human Society and its Environment) becoming part of a curriculum is an ultimate and dramatic turn of education. In HSIE a learner identity is placed in context in which they are subjected to values, knowledge, attitudes and skills of national significance. When I first come across the study, I had to think about its necessity and importance. The bottom line is, the approach allows learners to think rationally about life experiences before learning the societal issues. As observed, this approach produces highly responsible citizens’ conscious of their environment and society.
As technology is dynamic, education should be so too. To accommodate new needs in education, learners need to visit study sites to enhance their understanding in their environment.. These sites play a major role in promoting learners understanding of context and environment. For example, common inquiry pedagogy revolves around strategies supporting learner-centred approaches in teaching. Generally, teachers make students visit study sites as a part of their learning.
I have found sites to be an effective way of introducing a student to individual-centred approach. In effective HSIE approach, learners are called to look out for knowledge; they should as well apply history to get a glimpse of why some events took place and the factor behind their motivations. Most academic sites especially in inquiry pedagogy are plainly best at offering this. For example, they provide history, events that occurred and most importantly, motivation which droves events. Exposing learners to this, their mind opens up to many possibilities before even actual learning has taken place. In history, museums or archaeological sites provide learners with understanding through observations.
Practical’s also offer excellent sites in HSIE based education. First, the sites give learners an environment to come and experience of what they are studying. For example, a laboratory will give students hand on experience of the substances or the equipment’s they are dealing with. Unlike older models where teachers expect learners to think theoretically, the sites like laboratories provide real life experience. In this case students get to appreciate this relationship and thus drawing experiences becomes easy. Once experiences are drawn the learners minds become open to relate before they can be introduced to intend learning.
Learning sites are also identified to have more connection to the situation as they happen in real life. For example, law students, visiting court proceedings will be able to associate the education they are receiving and what happens in the field. This connection to work environment makes learners mind associate and pick up the most important aspects of the learning experiences. In addition, study sites give students breathers from theoretical learning which might reduce imagination.
It is agreeable that HSIE is necessary and must be incorporated in modern day learning. The pedagogy however, calls for tools which can enhance its effectiveness. These study sites are important provide hand on experience, imagination of learners is also enhanced and also brings out the association between the essence of study and expected work environment.. It is thus conclusive to say that site study remains relevant in teaching HSIE.
References
Smyth, C. (2013, May 29). HSIE K-6. Retrieved October 4, 2014, from Engaging resources and ideas for teaching HSIE K-6: http://www.scoop.it/t/hsie-k-6
Hakkarainen, K. (2004). Hakkarainen, K. (2004). Pursuit of explanantion within a computer-supported classroom. International Journal of Science Education, 26(8), 979-996.
Reynolds, R. (2009). Teaching Studies of Society and Environment in the Primary School. Melbourne: Oxford University Press.
