Social Studies Educationists Association of Nigeria

...Effective Citizenship and Service

This Organization shall be known and called "Social Studies Educationists Association of Nigeria". Social Studies Educationists Association of Nigeria shall not be addressed by any other Name except the Name provided above and abbreviated as "SOSAN".

Our Motto: "Effective Citizenship and Service".
To associate Professionally with sisters Organizations in other parts of the World for the promotion of Social Studies and Civic Education by sharing in their experiences and by contributing as when necessary to the development of Social Studies and Civic Education in other parts of the World where needed.
Social Studies Educationists Association of Nigeria (SOSAN) aims to promote National Unity between all Citizens of Nigeria and the entire WORLD.
Social Studies Educationists Association of Nigeria (SOSAN) is an Organization of Learners, Teachers, and qualified Practitioners in the field and or accepted related disciplines.

It aims to promote the teaching, learning and understanding of Social Studies in Nigerian Schools.
We, the Members of the Social Studies Stakeholders Association of Nigeria (SOSAN) have firmly and solemnly resolved to Live in Unity and Harmony as one indivisible and indissoluble Members of one Body and Organization under God, dedicated to the promotion of National Unity, Peace and Effective Citizenship and Service of Nigeria as a Sovereign Nation

News and Events

2016 ANNUAL CONFERENCE OF SOCIAL STUDIES ASSOCIATION OF NIGERIA

Holding at Federal College of Education, Kotangora , Niger State. 28th – 30th November 2016

CONFERENCE THEME AND SUB-THEMES

THEME: Civic Learning in Nigeria: Confronting Social and Political Challenges.

Track 1.Formal and Informal Civic Learning in Nigeria: In this track, consider how your paper might address any or a part of the following issues: Evaluation of civic learning (rationales, objectives, contents, methods, materials, evaluation) in relation to social-political challenges; Informal civic learning, from media, commissions, public opinion moulders, civic rights and responsibilities related groups (Human rights, National Orientation etc) their achievements and challenges.

Track 2. Current Social, Political and Value System Necessitating Civic Learning: In this track, consider how your paper might address any or a part of the following issues: Academic inquiry into current social and political challenges necessitating civic learning in Nigeria and world-wide. (Assertions are to be substantiated with current literature or observations or survey reports). Investigate on civic knowledge and civic disposition of such groups as students, police, artisans, market women, teachers, etc. on individual responsibilities, self discipline, self governance, self control, civility, respect for right of others, honesty, respect for law, open-mindedness, critical mindedness, negotiation and compromise, persistence, civic mindedness, compassion and patriotism.

Track 3. Hard Powers of Social Studies and Civic Teachers: In this track, consider how your paper might address any or a part of the following issues: Investigation into training qualities of Social Studies/Civic teachers at pre-service and in-service levels (adequacy, principles, practices, books, materials) evaluation and knowledge of contents.

Track 4. Soft Powers of Social and Civic Teachers: In this track investigate how your paper might address any or a part of the following issues: Social and emotional qualities of Social Studies/Civic teachers, occupational behaviours, employable skills, communication skills, interpersonal skills, etc.

Track 5.: Instructional Activities Students Engagements in Civic Learning In this track, consider how your paper might address any or a part of the following issues: Investigation into opportunities and practise of students’ commitment to initiate inquiry based learning; creative thinking, critical thinking; and problem solving. Find out the extent to which pupils/students focus on real Nigerian issues; do classroom debates and written learning task. Find out the extent to which students discuss national and private ethical issues.

Track 6. Assessment and Reflection in Civic Learning: In this track, consider how your paper might address any or part of the following issues: teachers monitoring of progress in knowledge, skills and civic disposition and civic practises of students on such issues as: individual responsibilities, self discipline, self governance, self control, civility, respect for right for others, honesty, respect for law, open-mindedness, critical mindedness, negotiation and compromise, persistence, civic mindedness, compassion and patriotism).Investigate nature and frequency of teachers’ provision of timely feedback to students and parents that can enhance civic learning. Investigate and report on teachers’ use of methods to systematically gather data about pupil/students understanding and ability of civic learning; Report teachers’ use of students work/data, observation of instructions, assignments, etc. to reflect on and improve teaching of Civic Education