000			01656nam a2200217Ia 4500
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100	1		_aMattar, Nisrine _gMaster (EdE)
245	1	0	_aCitizenship education in the Lebanese national curriculum and in the classroom : an ethnographic study in two schools
260			_aBeirut _bUniversity of Balamand - Faculty of Arts and Social Sciences _c2012
300			_a98 pages
500			_aالنوع : Mémoire
520	3		_aThis ethnographic study attempts to analyze the methodology used by civics teachers to implement the notion of citizenship as prescribed by the Lebanese National Curriculum. Critical pedagogy, which relies on active learning as a main tenant, calls for teaching methodologies which create civics lessons that aim toward an active and critical learner and citizen. One aim is to show where the notion of citizenship is embedded within the Lebanese Civics Curriculum and whether this written curriculum raises the potential for active learning. The main aim of this study is to describe the methodology used by civics teachers in classroom situations to see how they actively implement the notion of citizenship. Results show that using active learning in teaching citizenship depends on the teacher’s perspectives and the ways of teaching and thinking.
650		4	_a التربية المواطنية
650		4	_aCitizenship education
650		4	_aCurricula
650		4	_aCurriculum
650		4	_aEducation à la citoyenneté
650		4	_aالمناهج
856			_uhttp://olib.balamand.edu.lb/webview?infile=details.glu&loid=127830&rs=186031&hitno=9
942			_cLAESDATA
999			_c20572 _d20572