2024 Volume 100 Pages 25-36
The purpose of this study was to review the articles in Vol. 51–60 of the Journal of Educational Research on Social Studies (published from November 1999 to March 2004) as well as to explore the characteristics of research conducted during this period and its significance today. Based on a research framework for social studies education research presented by Takaharu Moriwake in 1999, we first identified an overview of the research from a quantitative perspective by classifying it by methodology. According to this, we then clarified the outline of the research during said period. Next, we focused on the areas in which the research was concentrated and qualitatively analyzed the objectives, contents, and methods of characteristic research. Thus, we examined how the research affected subsequent social studies education research as well as its significance today. Most of the research published in the examined period consisted of factual and theoretical research and studies that developed and analyzed social studies curricula, teaching materials, and lessons. Such research was considered meaningful. In addition, most research was focused on creating more desirable facts regarding social studies education or on constructing theories to create such facts and presenting concrete “facts of lessons.” The principles and norms of social studies education presented in research from this period remain the foundation of research today and have become the values of social studies education research. The historical significance of this period is high as it is when the value of social studies research was clarified.
